Copy personal information from an ID card
When to use this goal
For students who do not yet recall all their personal information and need to fill in forms at school, work, or appointments. Present levels in copying and in finding a field by its label decide fit. The personal information card is made with the family.
- Baseline
- Score each of the 8 fields on 2 or 3 different forms. Forms label the same thing in different ways (DOB, birth date); note which labels confuse the student.
- Tips
- Teach the common label variants. Keep the card private and teach when not to give out personal information (pair with stranger and online safety goals). Recall from memory can be a later step.
- Limits
- Copying does not show recall. The card holds sensitive data; plan where it is kept.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-042.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a form with 8 personal information fields and the student's personal information card, the student will find each field label on the form and copy the matching information from the card independently with at least 90% accuracy on form fields, on 3 consecutive weekly forms, as measured by work-sample analysis collected weekly.
Baseline: 30% 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 30% accuracy.
- Annual goal364 characters
- By the annual IEP review date, given a form with 8 personal information fields and the student's personal information card, the student will find each field label on the form and copy the matching information from the card independently with at least 90% accuracy on form fields, on 3 consecutive weekly forms, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a form with 8 personal information fields and the student's personal information card
- Behavior
- The student will find each field label on the form and copy the matching information from the card independently
- Criteria
- With at least 90% accuracy on form fields, on 3 consecutive weekly forms
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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
- Mastery rule:
- on 3 consecutive weekly forms
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a form with 8 personal information fields and the student's personal information card, the student will find each field label on the form and copy the matching information from the card independently with at least 90% accuracy on form fields, on 3 consecutive weekly forms, as measured by work-sample analysis collected weekly.
| 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.