Keep a running estimate while shopping
When to use this goal
For older students who shop with a set amount of money and find out at the register that they are over. Present levels in rounding prices and mental addition of whole dollars decide readiness.
- Baseline
- An opportunity is a shopping trip; score it when the estimate is kept and the total at the register is within the budget. Record the final difference between estimate and total.
- Tips
- Round up for safety if the student tends to go over. Use the student's real shopping needs.
- Limits
- Tax is not included unless taught; add a small cushion to the budget.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-057.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a community shopping trip with a budget and a list of 4 to 8 items, the student will round each price to the nearest dollar, add it to a running estimate as items go in the cart, and stop or swap items before going over the budget independently in 4 of 4 opportunities, on 2 consecutive shopping trips, as measured by direct observation collected at each shopping trip.
Baseline: 1 of 4 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 Math Problem Solving.
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 - Math Problem Solving
- Baseline
- 1 of 4 opportunities.
- Annual goal407 characters
- By the annual IEP review date, during a community shopping trip with a budget and a list of 4 to 8 items, the student will round each price to the nearest dollar, add it to a running estimate as items go in the cart, and stop or swap items before going over the budget independently in 4 of 4 opportunities, on 2 consecutive shopping trips, as measured by direct observation collected at each shopping trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a community shopping trip with a budget and a list of 4 to 8 items
- Behavior
- The student will round each price to the nearest dollar, add it to a running estimate as items go in the cart, and stop or swap items before going over the budget independently
- Criteria
- In 4 of 4 opportunities, on 2 consecutive shopping trips
- Evaluation method
- Direct observation
- Schedule
- At each shopping trip
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 4 of 4 opportunities
- Mastery rule:
- on 2 consecutive shopping trips
- Collection schedule:
- at each shopping trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community shopping trip with a budget and a list of 4 to 8 items, the student will round each price to the nearest dollar, add it to a running estimate as items go in the cart, and stop or swap items before going over the budget independently in 4 of 4 opportunities, on 2 consecutive shopping trips, as measured by direct observation collected at each shopping trip.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.