Direct a customer to the item they want
When to use this goal
For students in retail or library placements who freeze or shrug when a customer asks where something is. Present levels in communication and store knowledge decide whether a store map card or device message is used.
- Baseline
- Use real customer questions and planned staff role-plays to reach 5 per period. Count a response when the customer got to the item or to a coworker who could help.
- Tips
- Getting a coworker is a correct answer, especially at first. Students who use AAC can program a short phrase and a gesture to follow. Pair with fn-voc-035 to build store knowledge.
- Limits
- Real questions are unpredictable in number. Does not score handling complaints (fn-voc-061).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-037.
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Goal
By the annual IEP review date, during a retail shift, when a customer asks where an item is, the student will tell or show the customer where the item is, or walk them to it, and ask whether they need anything else independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each shift, summarized weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal386 characters
- By the annual IEP review date, during a retail shift, when a customer asks where an item is, the student will tell or show the customer where the item is, or walk them to it, and ask whether they need anything else independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each shift, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a retail shift, when a customer asks where an item is
- Behavior
- The student will tell or show the customer where the item is, or walk them to it, and ask whether they need anything else independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Direct observation
- Schedule
- At each shift, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection periods
- Collection schedule:
- at each shift, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a retail shift, when a customer asks where an item is, the student will tell or show the customer where the item is, or walk them to it, and ask whether they need anything else independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected at each shift, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.