Update a stock count after deliveries and use
When to use this goal
For high school students in a school store, cafe or work site who need to add deliveries and subtract items sold or used to keep a count current. Present levels in adding and subtracting within 100 (or with a calculator) decide readiness.
- Baseline
- Use the student's real job sheet. Record whether errors come from choosing add or subtract, from arithmetic, or from reading the wrong line.
- Tips
- The check-by-counting behavior teaches the student to trust real counts over paper. Pair with a goal for counting items by groups if counting is slow.
- Limits
- Job sheets vary by site; adjust the format, not the math. Does not measure ordering or restocking tasks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-053.
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Goal
By the annual IEP review date, given a stock sheet with starting counts and a list of 5 to 8 items received or used, at the school store or a work site, the student will add items received and subtract items used for each line and write the new count independently with at least 95% accuracy on updated counts, on 3 consecutive weekly checks, as measured by work-sample analysis collected weekly.
Baseline: 40% 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 Addition & Subtraction.
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
- Math - Addition & Subtraction
- Baseline
- 40% accuracy.
- Annual goal396 characters
- By the annual IEP review date, given a stock sheet with starting counts and a list of 5 to 8 items received or used, at the school store or a work site, the student will add items received and subtract items used for each line and write the new count independently with at least 95% accuracy on updated counts, on 3 consecutive weekly checks, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a stock sheet with starting counts and a list of 5 to 8 items received or used, at the school store or a work site
- Behavior
- The student will add items received and subtract items used for each line and write the new count independently
- Criteria
- With at least 95% accuracy on updated counts, on 3 consecutive weekly checks
- Evaluation method
- Work-sample analysis
- Schedule
- 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 95% accuracy on updated counts
- Mastery rule:
- on 3 consecutive weekly checks
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a stock sheet with starting counts and a list of 5 to 8 items received or used, at the school store or a work site, the student will add items received and subtract items used for each line and write the new count independently with at least 95% accuracy on updated counts, on 3 consecutive weekly checks, as measured by work-sample analysis collected 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.