Find a product with a store app
When to use this goal
For students who shop in large stores and walk every aisle looking for one item, or ask staff for each one. Needs a store app with an aisle search; present levels in phone use decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- Builds on reading aisle signs from functional academics. Asking an employee when the app is wrong is part of success.
- Limits
- Not every store has an app with aisle data; overhead signs are the fallback.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-029.
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Goal
By the annual IEP review date, in a large store on a community trip, given a list of 3 to 5 items and the store's app on the student's phone, the student will search the app for each item, go to the aisle shown, and find it on the shelf, performing at least 5 of 6 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected on each store trip.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Community Access & Travel.
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 - Community Access & Travel
- Baseline
- 1 of 6 steps independently.
- Annual goal380 characters
- By the annual IEP review date, in a large store on a community trip, given a list of 3 to 5 items and the store's app on the student's phone, the student will search the app for each item, go to the aisle shown, and find it on the shelf, performing at least 5 of 6 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected on each store trip.
- Timeframe
- By the annual IEP review date
- Condition
- In a large store on a community trip, given a list of 3 to 5 items and the store's app on the student's phone
- Behavior
- The student will search the app for each item, go to the aisle shown, and find it on the shelf
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive trips
- Evaluation method
- A task-analysis checklist
- Schedule
- On each store trip
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive trips
- Collection schedule:
- on each store trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, in a large store on a community trip, given a list of 3 to 5 items and the store's app on the student's phone, the student will search the app for each item, go to the aisle shown, and find it on the shelf, performing at least 5 of 6 steps independently, on 3 consecutive trips, as measured by a task-analysis checklist collected on each store trip.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Opens the app and sets the store location | ||||||||
| 2. Searches for the item | ||||||||
| 3. Reads the aisle and section numbers | ||||||||
| 4. Uses the overhead aisle signs to reach the aisle | ||||||||
| 5. Finds the item on the shelf by matching the photo | ||||||||
| 6. Asks an employee if the item is not where the app says | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.