Buy an item from a vending machine
Live goal preview
By the annual IEP review date, given a school or community vending machine and a set of bills and coins, the student will purchase an item from a vending machine using a picture or written task card, performing at least 6 of 8 steps independently, on 3 consecutive purchasing opportunities, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 8 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Daily Living Skills.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students who are working on money use and community purchasing and can choose a preferred item. Present levels in money skills and assessment of what machines the student actually encounters, not grade, decide fit.
- Baseline considerations
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Note the machine used; layouts and payment options differ.
- Usage notes
- Practice on more than one machine to build generalization. If machines in the student's community take cards or phones, adapt the payment steps. Families may want to provide the money; agree on the process in advance.
- Known limitations
- Machine malfunctions and sold-out items happen; record them and do not count the session against the student. Does not teach budgeting or deciding whether to buy.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
fn-dl-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 8 steps independently
- Mastery rule:
- on 3 consecutive purchasing opportunities
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a school or community vending machine and a set of bills and coins, the student will purchase an item from a vending machine using a picture or written task card, performing at least 6 of 8 steps independently, on 3 consecutive purchasing opportunities, 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. Chooses an item and finds its price | ||||||||
| 2. Finds the item's code or button | ||||||||
| 3. Takes out enough money using the next-dollar strategy or a money card | ||||||||
| 4. Inserts bills or coins (bill facing the correct way) | ||||||||
| 5. Enters the item code or presses the button | ||||||||
| 6. Takes the item from the dispenser | ||||||||
| 7. Checks the change return and collects any change | ||||||||
| 8. Puts money and wallet away | ||||||||
| 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: 6 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.