Choose the lower-priced item from two prices
When to use this goal
For students who can read prices but choose by package color or size rather than cost. Present levels in comparing numbers with decimals decide whether prices are whole dollars or include cents.
- Baseline
- Probe with 10 pairs: some differing in dollars, some only in cents, and some where the bigger package costs more. Errors on the cents-only pairs point to decimal comparison; errors on size pairs point to choosing by package rather than price.
- Tips
- Use real shelf tags or photos of them, which include unit prices and sale labels. Comparing is a decision skill for shopping; pair with fn-fa-020 for deciding whether there is enough money. The math area covers decimal comparison itself.
- Limits
- Lower price is not always the better buy (size, quality); the third condition introduces unit price for students ready for it. Does not include computing totals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-017.
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Goal
By the annual IEP review date, given 10 pairs of priced items (pictures or real packages) and asked which costs less, the student will identify the lower-priced item in each pair independently with at least 90% accuracy on price pairs, 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 goal325 characters
- By the annual IEP review date, given 10 pairs of priced items (pictures or real packages) and asked which costs less, the student will identify the lower-priced item in each pair independently with at least 90% accuracy on price pairs, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pairs of priced items (pictures or real packages) and asked which costs less
- Behavior
- The student will identify the lower-priced item in each pair independently
- Criteria
- With at least 90% accuracy on price pairs, 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 price pairs
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 pairs of priced items (pictures or real packages) and asked which costs less, the student will identify the lower-priced item in each pair independently with at least 90% accuracy on price pairs, 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.