Compare unit prices on shelf tags
When to use this goal
For middle school students who choose the item with the lower sticker price even when the bigger size costs less per ounce. Needs reading the unit price on the shelf tag; present levels decide fit, not grade.
- Baseline
- Give 2 or 3 short probes with real-looking documents at the student's reading level, allowing the calculator the student will use as an adult. Score each item right or wrong and note the error type (reading the document, choosing the operation, or calculation). Use tags from stores near the student; tag layouts differ by chain.
- Tips
- Teach that the better value is not always the right buy (a large size that will spoil). The student makes the final choice.
- Limits
- Some tags compare different units (per ounce, per count); teach checking that the units match.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-024.
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Goal
By the annual IEP review date, given photos of 8 to 10 pairs of shelf tags for the same product in different sizes, the student will choose the item with the lower unit price in each pair independently with at least 85% accuracy on unit price comparisons, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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 Personal Finance & Money Management.
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 - Personal Finance & Money Management
- Baseline
- 45% accuracy.
- Annual goal346 characters
- By the annual IEP review date, given photos of 8 to 10 pairs of shelf tags for the same product in different sizes, the student will choose the item with the lower unit price in each pair independently with at least 85% accuracy on unit price comparisons, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given photos of 8 to 10 pairs of shelf tags for the same product in different sizes
- Behavior
- The student will choose the item with the lower unit price in each pair independently
- Criteria
- With at least 85% accuracy on unit price comparisons, in 3 of 4 consecutive weekly probes
- 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 85% accuracy on unit price comparisons
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given photos of 8 to 10 pairs of shelf tags for the same product in different sizes, the student will choose the item with the lower unit price in each pair independently with at least 85% accuracy on unit price comparisons, in 3 of 4 consecutive weekly probes, 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.