Pull items from a pick list
When to use this goal
For students in warehouse, stockroom or retail back-room placements who can find items on shelves and are ready to fill orders. Present levels in reading codes and counting decide whether pick lists use photos, item numbers or both.
- Baseline
- Check 3 orders before teaching. A line counts when the item and quantity are both right. Note whether errors are wrong items or wrong counts.
- Tips
- The school supply room is a good first site. Teach a final check against the list; real warehouses rely on it.
- Limits
- Scanners in larger warehouses change the task. Does not measure pick rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-045.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a stockroom shift, given a pick list with item numbers and quantities and a cart, the student will pick each item and quantity on the list and check them off before delivering the order independently with at least 95% accuracy on pick list lines filled correctly, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking every order.
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 goal409 characters
- By the annual IEP review date, during a stockroom shift, given a pick list with item numbers and quantities and a cart, the student will pick each item and quantity on the list and check them off before delivering the order independently with at least 95% accuracy on pick list lines filled correctly, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking every order.
- Timeframe
- By the annual IEP review date
- Condition
- During a stockroom shift, given a pick list with item numbers and quantities and a cart
- Behavior
- The student will pick each item and quantity on the list and check them off before delivering the order independently
- Criteria
- With at least 95% accuracy on pick list lines filled correctly, on 3 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each shift, checking every order
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 pick list lines filled correctly
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift, checking every order
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a stockroom shift, given a pick list with item numbers and quantities and a cart, the student will pick each item and quantity on the list and check them off before delivering the order independently with at least 95% accuracy on pick list lines filled correctly, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift, checking every order.
| 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.