Ask a store employee where an item is
When to use this goal
For transition-age students who shop or run errands in the community and do not yet ask staff for help when they cannot find something. Base the choice on community-based instruction data and the student's transition plan. Speech, AAC, a written card, or a phone note shown to the employee all count.
- Baseline
- Record five chances on community trips and whether the student asked, searched longer, left the item, or waited for an adult. Ask the family where the student shops.
- Tips
- Each item not found is one opportunity; score correct when the student asks an employee in any mode. The employee's response is not scored. Plan for safety and stranger rules alongside the goal.
- Limits
- Community trips may be infrequent. Employees vary in how they respond to AAC or written cards, which can affect the student's willingness to ask.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-056.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a community-based instruction trip to a store when an item on the student's list is not found after a short search, the student will find a store employee, get their attention, ask where the item is, and thank them independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction trip.
Baseline: 1 of 5 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 Pragmatic Language.
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
- Speech & Language - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal419 characters
- By the annual IEP review date, during a community-based instruction trip to a store when an item on the student's list is not found after a short search, the student will find a store employee, get their attention, ask where the item is, and thank them independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a community-based instruction trip to a store when an item on the student's list is not found after a short search
- Behavior
- The student will find a store employee, get their attention, ask where the item is, and thank them independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- During each community-based instruction 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 at least 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- during each community-based instruction trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community-based instruction trip to a store when an item on the student's list is not found after a short search, the student will find a store employee, get their attention, ask where the item is, and thank them independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction trip.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.