Use aisle signs to locate an item in a store
When to use this goal
For students who shop with staff and wander the store until someone shows them the shelf. Base the choice on present levels in reading category words and the availability of community trips; a school mock store with aisle signs can be the first setting.
- Baseline
- Observe one trip with 5 items spread across the store. An item counts when the student reaches the correct aisle using the signs, even if the exact shelf takes a moment. Record whether the student looked up at the signs or asked an employee.
- Tips
- Asking an employee is a valid backup strategy, but score it separately from using the signs. Choose items whose category word is on the sign (cereal, paper towels). Pair with fn-dl-015 for the full shopping routine.
- Limits
- Store layouts and sign wording differ; the skill is the strategy, not the location. Mock stores cannot reproduce the distance and visual clutter of real aisle signs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-011.
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Goal
By the annual IEP review date, given a shopping list of 5 items during a community-based instruction trip to a grocery or discount store, the student will use the aisle signs to find the correct aisle for each item independently in at least 4 of 5 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected at each community trip or mock store session (at least twice monthly).
Baseline: 1 of 5 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 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
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, given a shopping list of 5 items during a community-based instruction trip to a grocery or discount store, the student will use the aisle signs to find the correct aisle for each item independently in at least 4 of 5 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected at each community trip or mock store session (at least twice monthly).
- Timeframe
- By the annual IEP review date
- Condition
- Given a shopping list of 5 items during a community-based instruction trip to a grocery or discount store
- Behavior
- The student will use the aisle signs to find the correct aisle for each item independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive shopping trips
- Evaluation method
- Direct observation
- Schedule
- At each community trip or mock store session (at least twice monthly)
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive shopping trips
- Collection schedule:
- at each community trip or mock store session (at least twice monthly)
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a shopping list of 5 items during a community-based instruction trip to a grocery or discount store, the student will use the aisle signs to find the correct aisle for each item independently in at least 4 of 5 opportunities, across 3 consecutive shopping trips, as measured by direct observation collected at each community trip or mock store session (at least twice monthly).
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.