Check a delivery against a packing list
When to use this goal
For older students in stock room, warehouse, or school store jobs who unpack deliveries but do not check that everything came. Present levels in reading item names and quantities and in counting decide fit.
- Baseline
- Observe 2 or 3 deliveries and score each step; practice boxes with a planned difference show whether the student reports it.
- Tips
- Build in a planned missing item so reporting is practiced. Item names on packing lists are often abbreviated; teach the site's abbreviations.
- Limits
- Real deliveries vary in size. Does not measure stocking shelves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-067.
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Goal
By the annual IEP review date, during a school store or cafeteria job, given a delivery box and its packing list of 6 lines, the student will check each line on the packing list against the items, mark it, and report any missing or extra items, performing at least 6 of 7 steps independently, across 3 consecutive deliveries, as measured by a task-analysis checklist collected at each delivery, at least weekly.
Baseline: 2 of 7 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
- 2 of 7 steps independently.
- Annual goal411 characters
- By the annual IEP review date, during a school store or cafeteria job, given a delivery box and its packing list of 6 lines, the student will check each line on the packing list against the items, mark it, and report any missing or extra items, performing at least 6 of 7 steps independently, across 3 consecutive deliveries, as measured by a task-analysis checklist collected at each delivery, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a school store or cafeteria job, given a delivery box and its packing list of 6 lines
- Behavior
- The student will check each line on the packing list against the items, mark it, and report any missing or extra items
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive deliveries
- Evaluation method
- A task-analysis checklist
- Schedule
- At each delivery, at least weekly
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 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive deliveries
- Collection schedule:
- at each delivery, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a school store or cafeteria job, given a delivery box and its packing list of 6 lines, the student will check each line on the packing list against the items, mark it, and report any missing or extra items, performing at least 6 of 7 steps independently, across 3 consecutive deliveries, as measured by a task-analysis checklist collected at each delivery, at least weekly.
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. Finds the packing list in or on the box | ||||||||
| 2. Reads the first item name and quantity | ||||||||
| 3. Finds and counts that item | ||||||||
| 4. Checks the line or writes the count beside it | ||||||||
| 5. Repeats for every line on the list | ||||||||
| 6. Marks any missing, extra, or damaged item | ||||||||
| 7. Tells or writes a note to the supervisor and puts the list in the tray | ||||||||
| 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: 6 of 7).
- 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.