Total job-task numbers on a calculator
When to use this goal
For high school students in work-based learning who need to total counts, hours or amounts accurately (inventory counts, hours on a timesheet, items packed). Present levels in calculator entry and in reading the numbers on job forms decide readiness.
- Baseline
- Collect baseline on the real job forms. Record whether errors come from skipped lines, entry errors or copying the total wrong.
- Tips
- Coordinate with the job coach so data are collected at the site. Hours with decimals (7.5) can be added once whole numbers are steady.
- Limits
- Totals on job forms are part of a larger work routine; this goal covers the math step only.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-051.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a job form with 5 to 10 numbers to total, such as an inventory sheet or a weekly timesheet, and a calculator, the student will enter each number, write the total in the correct box, and re-enter the numbers once to check independently with 100% accuracy on form totals, on 4 consecutive job-site days, as measured by work-sample analysis collected twice weekly at the work site.
Baseline: 50% 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 Addition & Subtraction.
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 - Addition & Subtraction
- Baseline
- 50% accuracy.
- Annual goal415 characters
- By the annual IEP review date, given a job form with 5 to 10 numbers to total, such as an inventory sheet or a weekly timesheet, and a calculator, the student will enter each number, write the total in the correct box, and re-enter the numbers once to check independently with 100% accuracy on form totals, on 4 consecutive job-site days, as measured by work-sample analysis collected twice weekly at the work site.
- Timeframe
- By the annual IEP review date
- Condition
- Given a job form with 5 to 10 numbers to total, such as an inventory sheet or a weekly timesheet, and a calculator
- Behavior
- The student will enter each number, write the total in the correct box, and re-enter the numbers once to check independently
- Criteria
- With 100% accuracy on form totals, on 4 consecutive job-site days
- Evaluation method
- Work-sample analysis
- Schedule
- Twice weekly at the work site
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 100% accuracy on form totals
- Mastery rule:
- on 4 consecutive job-site days
- Collection schedule:
- twice weekly at the work site
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a job form with 5 to 10 numbers to total, such as an inventory sheet or a weekly timesheet, and a calculator, the student will enter each number, write the total in the correct box, and re-enter the numbers once to check independently with 100% accuracy on form totals, on 4 consecutive job-site days, as measured by work-sample analysis collected twice weekly at the work site.
| 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.