Price or tag items with a price gun
When to use this goal
For students in retail or thrift store placements who place tags in the wrong spot or mix up prices. Present levels in reading numbers and fine motor skills decide whether price guns or printed labels are used.
- Baseline
- Check 20 tagged items. An item counts when the price matches the list and the tag is where the store wants it. Note whether errors are reading the list or setting the gun.
- Tips
- Start with one price, then two, then the full list. Thrift stores and school stores are good training sites.
- Limits
- Many stores now use shelf tags or scanners; check that the skill is used where the student will work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-034.
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Goal
By the annual IEP review date, during a thrift or retail shift, given a cart of items, a price list and a price gun, the student will tag each item with the correct price in the right spot independently with at least 95% accuracy on items tagged, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking a sample of tagged items.
Baseline: 55% 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
- 55% accuracy.
- Annual goal367 characters
- By the annual IEP review date, during a thrift or retail shift, given a cart of items, a price list and a price gun, the student will tag each item with the correct price in the right spot independently with at least 95% accuracy on items tagged, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking a sample of tagged items.
- Timeframe
- By the annual IEP review date
- Condition
- During a thrift or retail shift, given a cart of items, a price list and a price gun
- Behavior
- The student will tag each item with the correct price in the right spot independently
- Criteria
- With at least 95% accuracy on items tagged, on 3 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each shift, checking a sample of tagged items
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 95% accuracy on items tagged
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift, checking a sample of tagged items
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a thrift or retail shift, given a cart of items, a price list and a price gun, the student will tag each item with the correct price in the right spot independently with at least 95% accuracy on items tagged, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking a sample of tagged items.
| 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.