Sort examples of goods and services
When to use this goal
For elementary students in an economics unit who call everything a store sells a good and every worker a service, or cannot tell producers from consumers. Present levels in sorting by one rule decide fit.
- Baseline
- Score each card. Errors on services that involve a good (a pizza delivery) are common and worth noting; decide in advance how mixed cards are scored.
- Tips
- Local businesses the student knows make the sort meaningful. The producer and consumer behavior is a natural next step once goods and services are solid. Store flyers and service ads work as card sources.
- Limits
- Sorting labels does not cover trade-offs or money decisions; see personal finance templates for those. Some examples are both a good and a service.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-012.
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Goal
By the annual IEP review date, given 10 picture cards of goods and services from the community (such as a haircut, bread, a bike repair, shoes) and a two-column mat, the student will sort each card as a good or a service independently with at least 90% accuracy on economics sorting cards, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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 Social Studies Skills.
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 - Social Studies Skills
- Baseline
- 50% accuracy.
- Annual goal380 characters
- By the annual IEP review date, given 10 picture cards of goods and services from the community (such as a haircut, bread, a bike repair, shoes) and a two-column mat, the student will sort each card as a good or a service independently with at least 90% accuracy on economics sorting cards, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture cards of goods and services from the community (such as a haircut, bread, a bike repair, shoes) and a two-column mat
- Behavior
- The student will sort each card as a good or a service independently
- Criteria
- With at least 90% accuracy on economics sorting cards, 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 90% accuracy on economics sorting cards
- 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 10 picture cards of goods and services from the community (such as a haircut, bread, a bike repair, shoes) and a two-column mat, the student will sort each card as a good or a service independently with at least 90% accuracy on economics sorting cards, 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.