Return go-back items to the right shelf
When to use this goal
For students in retail placements who can find items in a store and are ready to return items left at registers or fitting rooms. Present levels in reading aisle signs and matching decide whether an aisle map is used.
- Baseline
- Tag 10 items with a small sticker on the cart and check where each one ends up. Note departments the student avoids or confuses.
- Tips
- Go-backs build store knowledge that helps with customer questions (fn-voc-037). Library reshelving uses call numbers and is a good school-based start.
- Limits
- Checking every item is slow; sample instead. Store layouts change seasonally.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-035.
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Goal
By the annual IEP review date, during a retail shift, given a cart of go-back items and the store's aisle signs, the student will return each item to its correct shelf location independently with at least 90% accuracy on items returned to the correct location, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking a sample of returned items.
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 goal383 characters
- By the annual IEP review date, during a retail shift, given a cart of go-back items and the store's aisle signs, the student will return each item to its correct shelf location independently with at least 90% accuracy on items returned to the correct location, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking a sample of returned items.
- Timeframe
- By the annual IEP review date
- Condition
- During a retail shift, given a cart of go-back items and the store's aisle signs
- Behavior
- The student will return each item to its correct shelf location independently
- Criteria
- With at least 90% accuracy on items returned to the correct location, on 3 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each shift, checking a sample of returned 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 90% accuracy on items returned to the correct location
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift, checking a sample of returned items
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a retail shift, given a cart of go-back items and the store's aisle signs, the student will return each item to its correct shelf location independently with at least 90% accuracy on items returned to the correct location, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking a sample of returned 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.