Count stock and record inventory
When to use this goal
For students in stockroom, retail or food service placements who count items but skip shelves or write counts in the wrong row. Present levels in counting, grouping and recording decide supports.
- Baseline
- Recount a sample of lines after the student finishes. A line counts when the count is exact and on the right row.
- Tips
- Teach grouping by fives or tens for larger counts. Food pantries and school stores offer regular inventory practice.
- Limits
- Large stock counts are tiring; keep sections short at first. Number skills belong in math goals; this covers the work routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-048.
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Goal
By the annual IEP review date, during an inventory shift, given an inventory sheet and an assigned shelf section, the student will count each item in the section and record the count on the right line independently with at least 95% accuracy on inventory lines counted and recorded correctly, on 3 consecutive inventory counts, as measured by work-sample analysis collected at each inventory shift.
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 goal398 characters
- By the annual IEP review date, during an inventory shift, given an inventory sheet and an assigned shelf section, the student will count each item in the section and record the count on the right line independently with at least 95% accuracy on inventory lines counted and recorded correctly, on 3 consecutive inventory counts, as measured by work-sample analysis collected at each inventory shift.
- Timeframe
- By the annual IEP review date
- Condition
- During an inventory shift, given an inventory sheet and an assigned shelf section
- Behavior
- The student will count each item in the section and record the count on the right line independently
- Criteria
- With at least 95% accuracy on inventory lines counted and recorded correctly, on 3 consecutive inventory counts
- Evaluation method
- Work-sample analysis
- Schedule
- At each inventory shift
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 inventory lines counted and recorded correctly
- Mastery rule:
- on 3 consecutive inventory counts
- Collection schedule:
- at each inventory shift
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during an inventory shift, given an inventory sheet and an assigned shelf section, the student will count each item in the section and record the count on the right line independently with at least 95% accuracy on inventory lines counted and recorded correctly, on 3 consecutive inventory counts, as measured by work-sample analysis collected at each inventory shift.
| 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.