Keep a running total while shopping
When to use this goal
For older students, including those with significant support needs, whose present levels show going over a budget or losing count of the total while choosing items. Use with the tool that fits: rounding to whole dollars, a calculator, or a phone note. Present levels decide the number of items and the tool.
- Baseline
- Each item added is one opportunity; score whether the total was updated before the next item was chosen. Collect at least three trips or simulations and note the final total against the actual receipt.
- Tips
- Use real budgets and stores the student uses with family. The receipt at checkout gives a quick accuracy check. A calculator or phone app is an adult tool and does not need to fade.
- Limits
- Measures keeping the total, not choosing items within the budget; add a budgeting goal if that is the need. Community trips are less frequent; classroom simulations fill the gaps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-027.
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Goal
By the annual IEP review date, during a community shopping trip with a set budget and a list of 6 items, the student will update the running total on a calculator, phone, or notepad after each item goes in the cart independently in at least 5 of 6 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected on each community or simulation shopping trip.
Baseline: 2 of 6 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 Working Memory Strategies.
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
- Executive Function - Working Memory Strategies
- Baseline
- 2 of 6 opportunities.
- Annual goal390 characters
- By the annual IEP review date, during a community shopping trip with a set budget and a list of 6 items, the student will update the running total on a calculator, phone, or notepad after each item goes in the cart independently in at least 5 of 6 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected on each community or simulation shopping trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a community shopping trip with a set budget and a list of 6 items
- Behavior
- The student will update the running total on a calculator, phone, or notepad after each item goes in the cart independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive shopping trips
- Evaluation method
- Direct observation
- Schedule
- On each community or simulation shopping trip
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive shopping trips
- Collection schedule:
- on each community or simulation shopping trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community shopping trip with a set budget and a list of 6 items, the student will update the running total on a calculator, phone, or notepad after each item goes in the cart independently in at least 5 of 6 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected on each community or simulation shopping trip.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.