Weigh produce and read the price
When to use this goal
For students who shop for groceries and skip loose produce or need staff to weigh and price it. Present levels in reading decimals and following a short sequence decide fit. Self-checkout scales and produce scales in the aisle work differently; teach the one the student will use.
- Baseline
- Observe 2 or 3 produce purchases and mark each step as independent or prompted. Classroom practice data can fill in between trips; mark them separately.
- Tips
- Self-checkout item lookup uses pictures and codes; teach the picture search. Estimating with one pound as a reference helps budgeting.
- Limits
- Store equipment varies. Does not measure choosing quality produce.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-043.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a grocery trip, given a list with two loose produce items and a produce scale in the aisle, the student will weigh the produce, read the weight, and find the price on the scale or screen, performing at least 5 of 6 steps independently, across 3 consecutive grocery trips, as measured by a task-analysis checklist collected at each grocery trip.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 steps independently.
- Annual goal382 characters
- By the annual IEP review date, during a grocery trip, given a list with two loose produce items and a produce scale in the aisle, the student will weigh the produce, read the weight, and find the price on the scale or screen, performing at least 5 of 6 steps independently, across 3 consecutive grocery trips, as measured by a task-analysis checklist collected at each grocery trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a grocery trip, given a list with two loose produce items and a produce scale in the aisle
- Behavior
- The student will weigh the produce, read the weight, and find the price on the scale or screen
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive grocery trips
- Evaluation method
- A task-analysis checklist
- Schedule
- At each grocery trip
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive grocery trips
- Collection schedule:
- at each grocery trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a grocery trip, given a list with two loose produce items and a produce scale in the aisle, the student will weigh the produce, read the weight, and find the price on the scale or screen, performing at least 5 of 6 steps independently, across 3 consecutive grocery trips, as measured by a task-analysis checklist collected at each grocery trip.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Puts the produce in a bag | ||||||||
| 2. Places the bag on the scale | ||||||||
| 3. Reads the weight in pounds | ||||||||
| 4. Finds the price per pound on the shelf sign | ||||||||
| 5. Finds or enters the item at self-checkout, or reads the total on the scale | ||||||||
| 6. Says whether the cost fits the budget | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.