Read product labels to sort safe and unsafe items
When to use this goal
For students who are learning to use household and classroom products and need to recognize warning words and symbols (caution, flammable, do not drink, keep out of reach). Present levels in sign and symbol reading decide the number of labels and whether symbols or words are targeted first.
- Baseline
- Probe with real containers, because label size and placement differ from worksheet versions. Record which cue the student used (symbol, word, or guessing from the container shape).
- Tips
- Use empty, rinsed containers and store them away from food. Teach the symbol set first; it transfers across products and languages. This reading task supports kitchen, cleaning, and job tasks that use the same products.
- Limits
- Sorting items in a lesson does not guarantee safe handling in the moment; pair with a supervised use routine. Labels change with packaging, so refresh the set yearly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-003.
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Goal
By the annual IEP review date, given 10 empty, cleaned product containers with their labels, including cleaning, food, and personal-care items, the student will read the label and sort each item as safe to use, use with care, or do not use independently with at least 90% accuracy on labeled items, on 3 consecutive probes, as measured by opportunity-by-opportunity data 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. Opportunity (trial) recording 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 Functional Academics.
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 - Functional Academics
- Baseline
- 40% accuracy.
- Annual goal388 characters
- By the annual IEP review date, given 10 empty, cleaned product containers with their labels, including cleaning, food, and personal-care items, the student will read the label and sort each item as safe to use, use with care, or do not use independently with at least 90% accuracy on labeled items, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 empty, cleaned product containers with their labels, including cleaning, food, and personal-care items
- Behavior
- The student will read the label and sort each item as safe to use, use with care, or do not use independently
- Criteria
- With at least 90% accuracy on labeled items, on 3 consecutive probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 labeled items
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 empty, cleaned product containers with their labels, including cleaning, food, and personal-care items, the student will read the label and sort each item as safe to use, use with care, or do not use independently with at least 90% accuracy on labeled items, on 3 consecutive probes, as measured by opportunity-by-opportunity data 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.