Check a food label for an allergen or ingredient
When to use this goal
For students who have a food allergy or dietary restriction, or who shop and cook, and who need to find specific words on a food label. Present levels in word recognition and the family's or nurse's list of words to find decide the target words.
- Baseline
- Probe with 10 real packages, half containing a target word. Record whether errors are misses (target word present but not found) or false alarms, because misses matter more for safety.
- Tips
- Use the student's actual allergens or dietary words, confirmed with the family and nurse. The bold contains statement near the ingredients is the fastest place to look; teach it first. This goal supports grocery shopping and cooking routines.
- Limits
- Label formats differ and some foods lack a contains statement. A reading goal does not replace an allergy action plan; the nurse's plan governs what the student eats.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-004.
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Goal
By the annual IEP review date, given 10 food packages and a card listing 3 target words to find (such as peanuts, milk, wheat), the student will find the ingredients list on each package and state whether a target word is present independently with at least 90% accuracy on food packages checked, 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 goal386 characters
- By the annual IEP review date, given 10 food packages and a card listing 3 target words to find (such as peanuts, milk, wheat), the student will find the ingredients list on each package and state whether a target word is present independently with at least 90% accuracy on food packages checked, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 food packages and a card listing 3 target words to find (such as peanuts, milk, wheat)
- Behavior
- The student will find the ingredients list on each package and state whether a target word is present independently
- Criteria
- With at least 90% accuracy on food packages checked, 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 food packages checked
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 food packages and a card listing 3 target words to find (such as peanuts, milk, wheat), the student will find the ingredients list on each package and state whether a target word is present independently with at least 90% accuracy on food packages checked, 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.