Transfer data from a form to a spreadsheet
When to use this goal
For transition-age students in office or data-entry tasks whose present levels show skipped fields, swapped digits, or rows entered twice when moving information from paper to a screen. Typing must be functional. Present levels, not grade, decide the number of fields.
- Baseline
- Compare 10 entered forms with the paper originals and count fields entered correctly in the correct cell. Note the error types: skipped field, wrong cell, transposed digits. Transposed digits point to holding the number; skipped fields point to keeping place.
- Tips
- Teach chunking long numbers (three digits at a time) and saying them under the breath while typing. The employer's own accuracy check can serve as the data. A ruler or highlight strip is an adult workplace tool and can stay as long as it helps.
- Limits
- Typing skill affects speed but not accuracy; measure accuracy only here. Some workplaces use scanners or forms that change the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-026.
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Goal
By the annual IEP review date, given 10 paper forms with 5 fields each to enter into a spreadsheet at a work-based learning site, the student will enter each form field into the matching spreadsheet cell independently with at least 95% accuracy on fields entered correctly, on 3 of 4 consecutive shifts, as measured by work-sample analysis collected each shift, checking a sample of 10 forms.
Baseline: 70% 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 Working Memory Strategies.
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 - Working Memory Strategies
- Baseline
- 70% accuracy.
- Annual goal392 characters
- By the annual IEP review date, given 10 paper forms with 5 fields each to enter into a spreadsheet at a work-based learning site, the student will enter each form field into the matching spreadsheet cell independently with at least 95% accuracy on fields entered correctly, on 3 of 4 consecutive shifts, as measured by work-sample analysis collected each shift, checking a sample of 10 forms.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 paper forms with 5 fields each to enter into a spreadsheet at a work-based learning site
- Behavior
- The student will enter each form field into the matching spreadsheet cell independently
- Criteria
- With at least 95% accuracy on fields entered correctly, on 3 of 4 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- Each shift, checking a sample of 10 forms
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 95% accuracy on fields entered correctly
- Mastery rule:
- on 3 of 4 consecutive shifts
- Collection schedule:
- each shift, checking a sample of 10 forms
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 paper forms with 5 fields each to enter into a spreadsheet at a work-based learning site, the student will enter each form field into the matching spreadsheet cell independently with at least 95% accuracy on fields entered correctly, on 3 of 4 consecutive shifts, as measured by work-sample analysis collected each shift, checking a sample of 10 forms.
| 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.