Face shelves in an aisle to store standard
When to use this goal
For students in retail placements who straighten shelves but leave gaps or turned labels. Present levels in visual scanning and attention to detail decide whether a photo of a faced shelf is used.
- Baseline
- Check 10 shelf sections after the student faces an aisle. A section counts when products are pulled forward, labels face out and rows are straight; agree on the standard with the supervisor.
- Tips
- Facing is a common entry-level retail task. Pair with fn-voc-005 (restocking) for a full shelf routine. The job coach fades by checking every other section, then the end only.
- Limits
- Busy stores get messy again quickly; score right after the student finishes. Does not measure speed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-033.
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Goal
By the annual IEP review date, during a retail shift, given an assigned aisle and a photo of a faced shelf, the student will pull products forward, turn labels out and line up rows in each section of the aisle independently with at least 90% accuracy on shelf sections faced to standard, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift.
Baseline: 50% 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 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
- 50% accuracy.
- Annual goal373 characters
- By the annual IEP review date, during a retail shift, given an assigned aisle and a photo of a faced shelf, the student will pull products forward, turn labels out and line up rows in each section of the aisle independently with at least 90% accuracy on shelf sections faced to standard, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a retail shift, given an assigned aisle and a photo of a faced shelf
- Behavior
- The student will pull products forward, turn labels out and line up rows in each section of the aisle independently
- Criteria
- With at least 90% accuracy on shelf sections faced to standard, on 3 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each shift
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 90% accuracy on shelf sections faced to standard
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a retail shift, given an assigned aisle and a photo of a faced shelf, the student will pull products forward, turn labels out and line up rows in each section of the aisle independently with at least 90% accuracy on shelf sections faced to standard, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift.
| 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.