Write spreadsheet formulas for a simple budget
When to use this goal
For high school and transition-age students who will track money or hours at work and home, and who can do the math with a calculator but not set up a formula that updates. Present levels in typing in a spreadsheet decide fit.
- Baseline
- Observe two formula tasks and mark each step. Typing numbers instead of cell references is the most common gap; it shows at the third step.
- Tips
- Spreadsheet formulas are algebra with cells as variables, and they are a job skill. Use the student's real hours or a realistic budget. Pairs with personal finance goals.
- Limits
- Covers simple formulas only. Spreadsheet programs differ slightly; teach the one the student uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-alg-045.
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Goal
By the annual IEP review date, given a spreadsheet with a monthly budget (income and 5 expense rows) and blank total cells, the student will write formulas with cell references to total the budget or calculate pay, and test that the results update, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 8 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 Algebra & Equations.
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
- Math - Algebra & Equations
- Baseline
- 2 of 8 steps independently.
- Annual goal391 characters
- By the annual IEP review date, given a spreadsheet with a monthly budget (income and 5 expense rows) and blank total cells, the student will write formulas with cell references to total the budget or calculate pay, and test that the results update, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spreadsheet with a monthly budget (income and 5 expense rows) and blank total cells
- Behavior
- The student will write formulas with cell references to total the budget or calculate pay, and test that the results update
- Criteria
- Performing at least 7 of 8 steps independently, across 3 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 7 of 8 steps independently
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a spreadsheet with a monthly budget (income and 5 expense rows) and blank total cells, the student will write formulas with cell references to total the budget or calculate pay, and test that the results update, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
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. Click the cell where the result goes | ||||||||
| 2. Type an equals sign to start the formula | ||||||||
| 3. Click or type the first cell reference | ||||||||
| 4. Type the operation or use the sum function | ||||||||
| 5. Finish the formula with the remaining cell references | ||||||||
| 6. Press enter and check the result with a calculator | ||||||||
| 7. Change one value and check that the result updates | ||||||||
| 8. Fill the formula down for the other rows when needed | ||||||||
| 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: 7 of 8).
- 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.