Find serving size, sugar, and sodium on labels
When to use this goal
For middle school students studying nutrition labels who scan the label without finding the line asked for. Present levels and reading level, not grade, decide fit. Use real packages or clear photos.
- Baseline
- Ask three questions per label on five labels and record which lines the student found. Note whether errors come from finding the line, reading the number, or reading the unit.
- Tips
- Score each question as one item. Accept the number with or without the unit at first, then require the unit. Use the same label format across probes so changes reflect the skill.
- Limits
- Finding numbers is not the same as using them to choose; see the label comparison and snack choice templates. Diet targets for a health condition come from the family and medical providers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-004.
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Goal
By the annual IEP review date, given 5 food packages or label photos and a question card for each, the student will find and state the serving size, grams of added sugar, and milligrams of sodium on each label independently with at least 80% accuracy on label questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 33% 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 Health Education.
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
- Science, Social Studies & Digital Literacy - Health Education
- Baseline
- 33% accuracy.
- Annual goal361 characters
- By the annual IEP review date, given 5 food packages or label photos and a question card for each, the student will find and state the serving size, grams of added sugar, and milligrams of sodium on each label independently with at least 80% accuracy on label questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 food packages or label photos and a question card for each
- Behavior
- The student will find and state the serving size, grams of added sugar, and milligrams of sodium on each label independently
- Criteria
- With at least 80% accuracy on label questions, 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 80% accuracy on label questions
- 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 5 food packages or label photos and a question card for each, the student will find and state the serving size, grams of added sugar, and milligrams of sodium on each label independently with at least 80% accuracy on label questions, 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.