Check the label before buying a snack
When to use this goal
For high school and transition-age students who read labels in class but buy snacks and drinks without looking. Present levels, not grade, decide fit. The student keeps the right to choose any snack; the goal is checking first.
- Baseline
- Observe five purchases and note whether the student looked at the label before choosing. Note which purchases happen often enough to give regular opportunities.
- Tips
- Each purchase is one opportunity, scored when the student checks and states a label number before paying. The choice itself is never scored. Pair with money skills goals when purchases are also a money target.
- Limits
- Opportunities depend on purchases, which may be few. The goal does not judge what the student buys or eats.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-006.
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Goal
By the annual IEP review date, when buying a snack or drink at the school store, vending machine, or a community store, the student will read the sugar or sodium line on the label and state it before choosing what to buy independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weeks, as measured by direct observation collected at each purchase opportunity, summarized weekly.
Baseline: 0 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 0 of 5 opportunities.
- Annual goal390 characters
- By the annual IEP review date, when buying a snack or drink at the school store, vending machine, or a community store, the student will read the sugar or sodium line on the label and state it before choosing what to buy independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weeks, as measured by direct observation collected at each purchase opportunity, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When buying a snack or drink at the school store, vending machine, or a community store
- Behavior
- The student will read the sugar or sodium line on the label and state it before choosing what to buy independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At each purchase opportunity, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive weeks
- Collection schedule:
- at each purchase opportunity, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when buying a snack or drink at the school store, vending machine, or a community store, the student will read the sugar or sodium line on the label and state it before choosing what to buy independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weeks, as measured by direct observation collected at each purchase opportunity, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.