Write a grocery list from a kitchen check
When to use this goal
For students who shop from a list someone else wrote and are ready to write their own. Present levels in writing or typing words and in matching photos to items decide fit. Photos or icons on the list are fine; the goal is a usable list.
- Baseline
- Set up 10 items with about half out or low. Score each item: listed when needed, left off when not. Spelling does not count against the item if the word is readable.
- Tips
- Phone note lists and photo lists are adult tools; use them. Group the list by store section once the student is accurate. Pair with a shopping goal so the list gets used.
- Limits
- Does not measure budgeting or meal planning (fn-fa-059). Handwriting may limit readability; typing is a valid choice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-041.
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Goal
By the annual IEP review date, given a photo inventory of the classroom kitchen with 10 items, some out or low, the student will check each item and write or type the ones that are out or low on a grocery list independently with at least 85% accuracy on items correctly listed or left off, on 3 of 4 consecutive weekly lists, 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 goal379 characters
- By the annual IEP review date, given a photo inventory of the classroom kitchen with 10 items, some out or low, the student will check each item and write or type the ones that are out or low on a grocery list independently with at least 85% accuracy on items correctly listed or left off, on 3 of 4 consecutive weekly lists, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a photo inventory of the classroom kitchen with 10 items, some out or low
- Behavior
- The student will check each item and write or type the ones that are out or low on a grocery list independently
- Criteria
- With at least 85% accuracy on items correctly listed or left off, on 3 of 4 consecutive weekly lists
- 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 85% accuracy on items correctly listed or left off
- Mastery rule:
- on 3 of 4 consecutive weekly lists
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a photo inventory of the classroom kitchen with 10 items, some out or low, the student will check each item and write or type the ones that are out or low on a grocery list independently with at least 85% accuracy on items correctly listed or left off, on 3 of 4 consecutive weekly lists, 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.