Restock shelves using a photo model
When to use this goal
For students with a stocking job (school store, supply closet, library shelves, community store) who put items in the wrong spot or stop when the cart is half empty. Present levels in matching and in checking own work decide the number of item types.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Photograph the shelf before and after so the comparison step can be scored from the pictures, not memory.
- Tips
- Facing items forward and rotating stock are retail expectations worth teaching early. A school store or supply closet gives weekly real opportunities. Pair with fn-voc-009 for asking for the next task when the cart is empty.
- Limits
- Shelf layouts change with new products; update the photo. Lifting and reaching may need OT or PT input for some students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-005.
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Goal
By the annual IEP review date, given a cart of 20 items and a photo of the fully stocked shelf at the school store or supply closet, the student will restock the shelf so it matches the photo model, performing at least 6 of 7 steps independently, on 4 of 5 consecutive stocking sessions, as measured by a task-analysis checklist collected at each stocking session (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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 2 of 7 steps independently.
- Annual goal382 characters
- By the annual IEP review date, given a cart of 20 items and a photo of the fully stocked shelf at the school store or supply closet, the student will restock the shelf so it matches the photo model, performing at least 6 of 7 steps independently, on 4 of 5 consecutive stocking sessions, as measured by a task-analysis checklist collected at each stocking session (at least weekly).
- Timeframe
- By the annual IEP review date
- Condition
- Given a cart of 20 items and a photo of the fully stocked shelf at the school store or supply closet
- Behavior
- The student will restock the shelf so it matches the photo model
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive stocking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each stocking session (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:
- on 4 of 5 consecutive stocking sessions
- Collection schedule:
- at each stocking session (at least weekly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a cart of 20 items and a photo of the fully stocked shelf at the school store or supply closet, the student will restock the shelf so it matches the photo model, performing at least 6 of 7 steps independently, on 4 of 5 consecutive stocking sessions, as measured by a task-analysis checklist collected at each stocking session (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. Brings the cart to the shelf | ||||||||
| 2. Takes one item type and finds its labeled spot | ||||||||
| 3. Places the items behind or beside the ones already there, facing forward | ||||||||
| 4. Repeats for each item type until the cart is empty | ||||||||
| 5. Compares the shelf to the photo model and fixes differences | ||||||||
| 6. Breaks down empty boxes and returns the cart | ||||||||
| 7. Reports to the supervisor that the shelf is done | ||||||||
| 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.