Buy items from a shopping list at a grocery store
When to use this goal
For students in a community-based instruction program who can match pictures or read a short list and are learning to shop with a budget. Use present levels in reading, money, and community behavior to decide whether the list uses pictures or words.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Use a mock store or a short list on the first trip; a full store on a busy day is a harder baseline than a quiet one, so note the time and store.
- Tips
- Pair this with the paying templates (fn-dl-005, fn-fa) for the money steps. Teach asking an employee as a legitimate strategy, not a failure. Families can send the list for items the household needs, which makes the trip meaningful.
- Limits
- Trips are infrequent, so expect a year to show full progress. Store layouts change; the goal measures the routine and strategies, not memorized locations. Community outings need transportation and staffing that not all programs have.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-015.
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Goal
By the annual IEP review date, given a picture shopping list of 3 to 5 items and a set amount of money during a community-based instruction trip to a grocery store, the student will purchase the items on the shopping list with staff observing from a distance, performing at least 8 of 9 steps independently, on 3 consecutive shopping trips, as measured by a task-analysis checklist collected at each community-based instruction trip (about twice monthly).
Baseline: 3 of 9 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Daily Living 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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 3 of 9 steps independently.
- Annual goal455 characters
- By the annual IEP review date, given a picture shopping list of 3 to 5 items and a set amount of money during a community-based instruction trip to a grocery store, the student will purchase the items on the shopping list with staff observing from a distance, performing at least 8 of 9 steps independently, on 3 consecutive shopping trips, as measured by a task-analysis checklist collected at each community-based instruction trip (about twice monthly).
- Timeframe
- By the annual IEP review date
- Condition
- Given a picture shopping list of 3 to 5 items and a set amount of money during a community-based instruction trip to a grocery store
- Behavior
- The student will purchase the items on the shopping list with staff observing from a distance
- Criteria
- Performing at least 8 of 9 steps independently, on 3 consecutive shopping trips
- Evaluation method
- A task-analysis checklist
- Schedule
- At each community-based instruction trip (about twice monthly)
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 8 of 9 steps independently
- Mastery rule:
- on 3 consecutive shopping trips
- Collection schedule:
- at each community-based instruction trip (about twice monthly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a picture shopping list of 3 to 5 items and a set amount of money during a community-based instruction trip to a grocery store, the student will purchase the items on the shopping list with staff observing from a distance, performing at least 8 of 9 steps independently, on 3 consecutive shopping trips, as measured by a task-analysis checklist collected at each community-based instruction trip (about twice monthly).
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Gets a cart or basket at the entrance | ||||||||
| 2. Reads or checks the first item on the list | ||||||||
| 3. Uses aisle signs or asks an employee to find the section | ||||||||
| 4. Selects the correct item and size and puts it in the cart | ||||||||
| 5. Checks off the item and repeats for each item on the list | ||||||||
| 6. Goes to a checkout lane and places items on the belt | ||||||||
| 7. Pays using the next-dollar strategy or card and takes the receipt | ||||||||
| 8. Collects the bags and any change | ||||||||
| 9. Leaves the store with staff to the meeting spot | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 8 of 9).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.