Fill out a form by its section directions
When to use this goal
For transition-age students filling out job applications, school forms, or ID applications who miss form directions (print in capitals, last name first, check one, sign and date). Personal information should be ready on an ID card the student carries. Present levels, not grade, decide the form length.
- Baseline
- Give a practice form and score each field for following its direction (not spelling). Note which kinds of directions are missed.
- Tips
- Use practice copies, never real personal data on shared documents. Score directions followed, not handwriting. Online forms add drop-downs and required fields; practice both.
- Limits
- Real forms differ; practice with common ones. Does not measure the content of answers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-036.
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Goal
By the annual IEP review date, given a practice job application or agency form with section directions, the student will complete each section of the form as its directions state independently with at least 90% accuracy on form fields completed as the directions state, on 3 consecutive forms, as measured by work-sample analysis collected every two weeks.
Baseline: 50% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Following Multi-Step Directions.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Executive Function - Following Multi-Step Directions
- Baseline
- 50% accuracy.
- Annual goal356 characters
- By the annual IEP review date, given a practice job application or agency form with section directions, the student will complete each section of the form as its directions state independently with at least 90% accuracy on form fields completed as the directions state, on 3 consecutive forms, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a practice job application or agency form with section directions
- Behavior
- The student will complete each section of the form as its directions state independently
- Criteria
- With at least 90% accuracy on form fields completed as the directions state, on 3 consecutive forms
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on form fields completed as the directions state
- Mastery rule:
- on 3 consecutive forms
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a practice job application or agency form with section directions, the student will complete each section of the form as its directions state independently with at least 90% accuracy on form fields completed as the directions state, on 3 consecutive forms, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.