Find own size on clothing tags and racks
When to use this goal
For students who shop for clothes with family or staff and pick items without checking the size. Present levels in reading letters and numbers on tags decide fit. The student's sizes are kept in a phone note or card.
- Baseline
- Ask the student to find 6 items in their size (in a store or from mixed tags). Count correct only when the tag matches the size card.
- Tips
- Teach rack size dividers as well as tags. Sizes vary by brand, so pair with trying clothes on (fn-dl-060). Keep the size card updated with the family.
- Limits
- Size alone does not guarantee fit. Few community trips limit data; classroom tags fill in.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-037.
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Goal
By the annual IEP review date, during a clothing store trip, given a list of the student's sizes and a type of item to find, the student will find an item in the student's size on the rack and check the tag before choosing it independently in at least 5 of 6 opportunities, across 2 consecutive shopping trips or probes, as measured by opportunity-by-opportunity data collected at each clothing trip or classroom probe.
Baseline: 1 of 6 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. Opportunity (trial) recording 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 6 opportunities.
- Annual goal419 characters
- By the annual IEP review date, during a clothing store trip, given a list of the student's sizes and a type of item to find, the student will find an item in the student's size on the rack and check the tag before choosing it independently in at least 5 of 6 opportunities, across 2 consecutive shopping trips or probes, as measured by opportunity-by-opportunity data collected at each clothing trip or classroom probe.
- Timeframe
- By the annual IEP review date
- Condition
- During a clothing store trip, given a list of the student's sizes and a type of item to find
- Behavior
- The student will find an item in the student's size on the rack and check the tag before choosing it independently
- Criteria
- In at least 5 of 6 opportunities, across 2 consecutive shopping trips or probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each clothing trip or classroom probe
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 5 of 6 opportunities
- Mastery rule:
- across 2 consecutive shopping trips or probes
- Collection schedule:
- at each clothing trip or classroom probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a clothing store trip, given a list of the student's sizes and a type of item to find, the student will find an item in the student's size on the rack and check the tag before choosing it independently in at least 5 of 6 opportunities, across 2 consecutive shopping trips or probes, as measured by opportunity-by-opportunity data collected at each clothing trip or classroom probe.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.