Fill in an online form with personal information
When to use this goal
For older students who will sign up for services, appointments, and accounts online, and who get stuck on required fields, drop-down menus, or error messages. Present levels in typing and device use decide fit. Practice uses safe test forms, not real accounts.
- Baseline
- Observe 2 practice forms and mark each step. Note whether errors come from typing, from finding fields, or from drop-down menus.
- Tips
- Teach which information is safe to share and which forms to check with a trusted person first. Autofill can help but can also fill wrong fields; teach checking. Pair with online safety goals.
- Limits
- Real sites vary widely and add captchas or verification steps. Does not cover creating passwords; plan that with the family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-061.
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Goal
By the annual IEP review date, given a practice online form with text boxes, drop-down menus, and a required-field check, the student will complete the online form, fix any error messages, and submit it, performing at least 6 of 7 steps independently, across 3 consecutive practice forms, as measured by a task-analysis checklist collected every two weeks.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal356 characters
- By the annual IEP review date, given a practice online form with text boxes, drop-down menus, and a required-field check, the student will complete the online form, fix any error messages, and submit it, performing at least 6 of 7 steps independently, across 3 consecutive practice forms, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a practice online form with text boxes, drop-down menus, and a required-field check
- Behavior
- The student will complete the online form, fix any error messages, and submit it
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive practice forms
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive practice forms
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a practice online form with text boxes, drop-down menus, and a required-field check, the student will complete the online form, fix any error messages, and submit it, performing at least 6 of 7 steps independently, across 3 consecutive practice forms, as measured by a task-analysis checklist collected every two weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Types first and last name in the correct boxes | ||||||||
| 2. Types email and phone number | ||||||||
| 3. Chooses state and date of birth from drop-down menus | ||||||||
| 4. Checks boxes only for choices the student agrees with | ||||||||
| 5. Reads any error message and fixes the field | ||||||||
| 6. Reviews the form before submitting | ||||||||
| 7. Submits and records the confirmation number or screenshot | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.