Find directions for use on product labels
When to use this goal
For students who use household and personal care products (shampoo, dish soap, laundry pods, cleaner) by guessing the amount. Present levels in reading short phrases and numbers decide fit. Practice uses empty or safe containers.
- Baseline
- Use 5 labels and 2 questions each (how much, how). Note whether the student finds the directions section; finding it is often the main barrier.
- Tips
- Teach label words that recur: apply, rinse, dilute, capful, avoid eyes. Students can photograph a label and use text-to-speech. Warning sections are covered in fn-fa-003.
- Limits
- Classroom reading may not show safe use; supervise real use. Does not include medication labels, which need their own goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-035.
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Goal
By the annual IEP review date, given 5 product labels (shampoo, dish soap, cleaner, laundry detergent, lotion) and 2 questions about each, the student will find the directions on the label and answer how much to use and how to use it independently with at least 80% accuracy on label questions, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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. Work-sample analysis 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
- 30% accuracy.
- Annual goal384 characters
- By the annual IEP review date, given 5 product labels (shampoo, dish soap, cleaner, laundry detergent, lotion) and 2 questions about each, the student will find the directions on the label and answer how much to use and how to use it independently with at least 80% accuracy on label questions, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 product labels (shampoo, dish soap, cleaner, laundry detergent, lotion) and 2 questions about each
- Behavior
- The student will find the directions on the label and answer how much to use and how to use it independently
- Criteria
- With at least 80% accuracy on label questions, across 3 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 80% accuracy on label questions
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 5 product labels (shampoo, dish soap, cleaner, laundry detergent, lotion) and 2 questions about each, the student will find the directions on the label and answer how much to use and how to use it independently with at least 80% accuracy on label questions, across 3 consecutive weekly probes, as measured by work-sample analysis 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.