Wait and decide before a school store purchase
When to use this goal
For middle school students who spend all their money at the school store, vending machines, or snack line on the first thing they see. Present levels and family wishes decide fit. The rule: list it, wait, then decide.
- Baseline
- Record 5 or more purchases: planned or on impulse. Ask the student and family about money goals. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Buying after waiting is a success. Respect family rules about money.
- Limits
- Money skills are in personal finance goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-033.
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Goal
By the annual IEP review date, when visiting the school store or vending machines, the student will write the item on their want list, wait the agreed time, and then decide whether to buy independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each store visit.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Impulse Control & Inhibition.
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
- Executive Function - Impulse Control & Inhibition
- Baseline
- 1 of 5 opportunities.
- Annual goal328 characters
- By the annual IEP review date, when visiting the school store or vending machines, the student will write the item on their want list, wait the agreed time, and then decide whether to buy independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each store visit.
- Timeframe
- By the annual IEP review date
- Condition
- When visiting the school store or vending machines
- Behavior
- The student will write the item on their want list, wait the agreed time, and then decide whether to buy independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At each store visit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- at each store visit
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when visiting the school store or vending machines, the student will write the item on their want list, wait the agreed time, and then decide whether to buy independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each store visit.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.