Order groceries for pickup in a store app
When to use this goal
For students who use a phone well and would benefit from online ordering, especially those who find busy stores hard or who rely on rides. Present levels in reading and app use 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. Sign in for the student when the account uses a family password; never have the student type a family member's password or card number at school.
- Tips
- Practice accounts with no saved card keep money safe while the student learns. Pair with a community-access goal for picking up the order.
- Limits
- App layouts change with updates; update the photo guide when they do. Paying is left to staff or family in this template; payment steps need their own plan with the family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-012.
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Goal
By the annual IEP review date, given a grocery list and a store's pickup app on a program tablet, with a practice account set up by staff, the student will build the order in the app and schedule a pickup time, performing at least 8 of 9 steps independently, on 3 consecutive weekly orders, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 9 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
- 3 of 9 steps independently.
- Annual goal349 characters
- By the annual IEP review date, given a grocery list and a store's pickup app on a program tablet, with a practice account set up by staff, the student will build the order in the app and schedule a pickup time, performing at least 8 of 9 steps independently, on 3 consecutive weekly orders, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a grocery list and a store's pickup app on a program tablet, with a practice account set up by staff
- Behavior
- The student will build the order in the app and schedule a pickup time
- Criteria
- Performing at least 8 of 9 steps independently, on 3 consecutive weekly orders
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 8 of 9 steps independently
- Mastery rule:
- on 3 consecutive weekly orders
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a grocery list and a store's pickup app on a program tablet, with a practice account set up by staff, the student will build the order in the app and schedule a pickup time, performing at least 8 of 9 steps independently, on 3 consecutive weekly orders, as measured by a task-analysis checklist collected weekly.
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 store app and signs in to the practice account | ||||||||
| 2. Searches for each item on the list | ||||||||
| 3. Picks the size and quantity on the list | ||||||||
| 4. Adds each item to the cart | ||||||||
| 5. Reviews the cart against the list and removes extras | ||||||||
| 6. Checks the order total | ||||||||
| 7. Chooses a pickup time that fits the schedule | ||||||||
| 8. Stops at the payment screen for staff or family to approve, or places the order | ||||||||
| 9. Saves or screenshots the order confirmation | ||||||||
| 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: 8 of 9).
- 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.