Check a delivery against the packing slip
When to use this goal
For students in stockroom or receiving placements who unpack deliveries without checking them. Present levels in reading item names and counting decide whether the packing slip is highlighted or paired with photos.
- Baseline
- Use practice boxes with planned errors (a missing item, a wrong count) so you can see whether the student catches them. A line counts when the mark matches what was really in the box.
- Tips
- Reporting a missing item is the most valuable part of the job; praise it. School cafeterias and supply rooms get regular deliveries for practice.
- Limits
- Real deliveries vary in size. Does not cover putting items away (fn-voc-005).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-046.
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Goal
By the annual IEP review date, when a delivery arrives at the stockroom, given the boxes and the packing slip, the student will count each item, mark it on the packing slip and report missing or damaged items to the supervisor independently with at least 90% accuracy on packing slip lines checked correctly, on 3 consecutive deliveries, as measured by work-sample analysis collected at each delivery, at least weekly.
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 goal418 characters
- By the annual IEP review date, when a delivery arrives at the stockroom, given the boxes and the packing slip, the student will count each item, mark it on the packing slip and report missing or damaged items to the supervisor independently with at least 90% accuracy on packing slip lines checked correctly, on 3 consecutive deliveries, as measured by work-sample analysis collected at each delivery, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a delivery arrives at the stockroom, given the boxes and the packing slip
- Behavior
- The student will count each item, mark it on the packing slip and report missing or damaged items to the supervisor independently
- Criteria
- With at least 90% accuracy on packing slip lines checked correctly, on 3 consecutive deliveries
- Evaluation method
- Work-sample analysis
- Schedule
- At each delivery, at least weekly
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 packing slip lines checked correctly
- Mastery rule:
- on 3 consecutive deliveries
- Collection schedule:
- at each delivery, at least weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when a delivery arrives at the stockroom, given the boxes and the packing slip, the student will count each item, mark it on the packing slip and report missing or damaged items to the supervisor independently with at least 90% accuracy on packing slip lines checked correctly, on 3 consecutive deliveries, as measured by work-sample analysis collected at each delivery, at least weekly.
| 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.