Build a grocery list from a meal plan
When to use this goal
For students who have a meal plan but buy too much or forget ingredients because they do not check the recipes against what is at home. Present levels in reading and the student's planning routine decide fit, not grade.
- Baseline
- Make an answer key from the plan and the inventory. Score each needed ingredient as listed or missed, and note items listed that were already at home; those show whether the inventory step is being used.
- Tips
- Use the list on a real shopping trip within a few days. Sorting the list by store section shortens the trip and leads into the grocery budget goal.
- Limits
- Does not measure shopping or staying within a budget. Scores depend on an accurate inventory, so check the inventory step when scores drop.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-009.
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Goal
By the annual IEP review date, given the student's weekly meal plan, the recipes, and a kitchen inventory sheet, the student will write a grocery list of every ingredient needed that is not already at home independently with at least 90% accuracy on needed ingredients listed, on 3 of 4 consecutive weekly lists, as measured by work-sample analysis collected weekly.
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 Independent Living.
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 - Independent Living
- Baseline
- 50% accuracy.
- Annual goal366 characters
- By the annual IEP review date, given the student's weekly meal plan, the recipes, and a kitchen inventory sheet, the student will write a grocery list of every ingredient needed that is not already at home independently with at least 90% accuracy on needed ingredients listed, on 3 of 4 consecutive weekly lists, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's weekly meal plan, the recipes, and a kitchen inventory sheet
- Behavior
- The student will write a grocery list of every ingredient needed that is not already at home independently
- Criteria
- With at least 90% accuracy on needed ingredients listed, on 3 of 4 consecutive weekly lists
- 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 90% accuracy on needed ingredients listed
- Mastery rule:
- on 3 of 4 consecutive weekly lists
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given the student's weekly meal plan, the recipes, and a kitchen inventory sheet, the student will write a grocery list of every ingredient needed that is not already at home independently with at least 90% accuracy on needed ingredients listed, on 3 of 4 consecutive weekly lists, 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.