Shop for groceries within a set budget
When to use this goal
For students who can find items in a store with a list but go over budget or need an adult to total the cart. Needs a phone calculator or running-total app. Present levels and the student's money skills decide fit, not grade.
- Baseline
- Run the routine on at least 3 separate days in the setting where it will be measured before setting a target. Mark each step as independent, prompted (note the prompt type), or not done, and count only independent steps. Note the steps missed most often; they usually need direct teaching, not just more practice. Use the same store for the baseline and early trips; a new store layout lowers scores for reasons unrelated to budgeting.
- Tips
- Use the student's own list and budget when possible. If the student shops with a debit card, pair with the personal-finance card goals. Fade staff distance in planned stages and record the stage on each data sheet.
- Limits
- Prices change week to week, which changes how hard staying under the budget is. Does not measure choosing the lower-priced brand; see the comparison shopping goals in personal finance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-011.
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Goal
By the annual IEP review date, given a grocery list of 8 to 12 items and a set budget, on a community trip to a grocery store, the student will buy the items on the list while keeping a running total under the budget, performing at least 9 of 10 steps independently, on 3 consecutive shopping trips, as measured by a task-analysis checklist collected weekly on community shopping trips.
Baseline: 4 of 10 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 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
- 4 of 10 steps independently.
- Annual goal386 characters
- By the annual IEP review date, given a grocery list of 8 to 12 items and a set budget, on a community trip to a grocery store, the student will buy the items on the list while keeping a running total under the budget, performing at least 9 of 10 steps independently, on 3 consecutive shopping trips, as measured by a task-analysis checklist collected weekly on community shopping trips.
- Timeframe
- By the annual IEP review date
- Condition
- Given a grocery list of 8 to 12 items and a set budget, on a community trip to a grocery store
- Behavior
- The student will buy the items on the list while keeping a running total under the budget
- Criteria
- Performing at least 9 of 10 steps independently, on 3 consecutive shopping trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly on community shopping trips
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 9 of 10 steps independently
- Mastery rule:
- on 3 consecutive shopping trips
- Collection schedule:
- weekly on community shopping trips
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a grocery list of 8 to 12 items and a set budget, on a community trip to a grocery store, the student will buy the items on the list while keeping a running total under the budget, performing at least 9 of 10 steps independently, on 3 consecutive shopping trips, as measured by a task-analysis checklist collected weekly on community shopping trips.
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. Checks the budget amount before entering the store | ||||||||
| 2. Gets a cart or basket | ||||||||
| 3. Finds each item on the list | ||||||||
| 4. Checks the price tag and size before putting the item in the cart | ||||||||
| 5. Adds each price to a running total | ||||||||
| 6. Swaps or removes an item when the total would go over the budget | ||||||||
| 7. Crosses each item off the list | ||||||||
| 8. Pays at the register or self-checkout | ||||||||
| 9. Checks the receipt total against the running total | ||||||||
| 10. Keeps the receipt and bags the groceries | ||||||||
| 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: 9 of 10).
- 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.