File papers in alphabetical order
When to use this goal
For students who know letter order and are ready to use it for filing tasks at school or work. Present levels in alphabet sequence and reading first letters decide fit; second-letter filing comes after first-letter filing is steady.
- Baseline
- Score 15 filed papers. Separate first-letter errors from second-letter errors so the next step is clear.
- Tips
- Use real filing tasks where possible (attendance forms, library cards). Alphabetical order also helps with contact lists and directories.
- Limits
- Digital filing has replaced paper in many jobs; consider a sorting task on a computer. Does not measure speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-045.
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Goal
By the annual IEP review date, given 15 papers labeled with last names and a file drawer with A to Z dividers, the student will file each paper behind the correct letter divider in alphabetical order independently with at least 90% accuracy on papers filed, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal348 characters
- By the annual IEP review date, given 15 papers labeled with last names and a file drawer with A to Z dividers, the student will file each paper behind the correct letter divider in alphabetical order independently with at least 90% accuracy on papers filed, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 papers labeled with last names and a file drawer with A to Z dividers
- Behavior
- The student will file each paper behind the correct letter divider in alphabetical order independently
- Criteria
- With at least 90% accuracy on papers filed, in 3 of 4 consecutive weekly probes
- 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 papers filed
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 15 papers labeled with last names and a file drawer with A to Z dividers, the student will file each paper behind the correct letter divider in alphabetical order independently with at least 90% accuracy on papers filed, in 3 of 4 consecutive weekly probes, 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.