Compare two snacks by their labels
When to use this goal
For high school students who can find label lines but do not use them to compare foods, or who compare whole packages without checking serving size. Present levels, not grade, decide fit.
- Baseline
- Give five label pairs, some with different serving sizes, and record which answers were correct and why errors happened. Serving-size errors call for a different lesson than reading errors.
- Tips
- Score each pair as one item, correct only when the answer and the supporting numbers match. Use a health goal named in class, such as less added sugar, rather than a personal diet.
- Limits
- Measures comparison on paper; pair with the snack choice template for real purchases. Not a diet plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-005.
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Goal
By the annual IEP review date, given pairs of snack or drink labels and a comparison question for each pair, the student will compare the two labels and state which has less added sugar or sodium per serving, giving the numbers independently with at least 80% accuracy on label comparison questions, 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 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
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given pairs of snack or drink labels and a comparison question for each pair, the student will compare the two labels and state which has less added sugar or sodium per serving, giving the numbers independently with at least 80% accuracy on label comparison 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 pairs of snack or drink labels and a comparison question for each pair
- Behavior
- The student will compare the two labels and state which has less added sugar or sodium per serving, giving the numbers independently
- Criteria
- With at least 80% accuracy on label comparison 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 comparison 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 pairs of snack or drink labels and a comparison question for each pair, the student will compare the two labels and state which has less added sugar or sodium per serving, giving the numbers independently with at least 80% accuracy on label comparison 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.