Find the sale price on a shelf tag
When to use this goal
For students who compare prices (fn-fa-017) but are confused by shelf tags with a regular price, a sale price, and a unit price. Present levels in reading prices decide fit. Use real tags or photos from local stores.
- Baseline
- Use 10 tags from more than one store. Record which number the student chose when wrong (often the unit price, which is in large print on some tags).
- Tips
- Tags with member or card-only prices need a separate rule. Link to the coupon and sale price goals for older students (fn-fa-063, fn-fa-068).
- Limits
- Tag layouts vary by store chain. Does not measure deciding whether to buy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-046.
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Goal
By the annual IEP review date, given 10 photos of shelf tags with regular, sale, and unit prices, the student will point to or say the price that will be paid at the register for each tag independently with at least 85% accuracy on shelf tags read, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. 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
- 30% accuracy.
- Annual goal349 characters
- By the annual IEP review date, given 10 photos of shelf tags with regular, sale, and unit prices, the student will point to or say the price that will be paid at the register for each tag independently with at least 85% accuracy on shelf tags read, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 photos of shelf tags with regular, sale, and unit prices
- Behavior
- The student will point to or say the price that will be paid at the register for each tag independently
- Criteria
- With at least 85% accuracy on shelf tags read, across 3 consecutive weekly 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 85% accuracy on shelf tags read
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 photos of shelf tags with regular, sale, and unit prices, the student will point to or say the price that will be paid at the register for each tag independently with at least 85% accuracy on shelf tags read, across 3 consecutive weekly 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.