Order and pay for a meal at a counter
When to use this goal
For students who can state or point to a choice and are learning the social and money routine of ordering. Use present levels in communication (speech or AAC), money, and community behavior to decide whether a picture menu or order card is used.
- Baseline
- 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. Start baseline at a school cafe or with a familiar cashier if possible; an unfamiliar counter with background noise makes the communication steps harder and may understate the student's routine skills.
- Tips
- Students who use AAC should have the menu items programmed before the trip; using the device counts as independent. Decide in advance how tax and totals are handled with the money strategy. Reading the menu itself can be measured with the functional-reading templates.
- Limits
- Real restaurants present unexpected questions (sauce choices, loyalty cards); record them rather than counting them as failures. Depends on community access and funds for the meal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-016.
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Goal
By the annual IEP review date, during a community-based instruction visit to a fast-casual restaurant, given a set amount of money, the student will order and pay for a meal at the counter with staff observing from a distance, performing at least 7 of 8 steps independently, on 3 consecutive ordering opportunities, as measured by a task-analysis checklist collected at each community-based instruction trip or school cafe visit (at least twice monthly).
Baseline: 2 of 8 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 Daily Living Skills.
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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 2 of 8 steps independently.
- Annual goal454 characters
- By the annual IEP review date, during a community-based instruction visit to a fast-casual restaurant, given a set amount of money, the student will order and pay for a meal at the counter with staff observing from a distance, performing at least 7 of 8 steps independently, on 3 consecutive ordering opportunities, as measured by a task-analysis checklist collected at each community-based instruction trip or school cafe visit (at least twice monthly).
- Timeframe
- By the annual IEP review date
- Condition
- During a community-based instruction visit to a fast-casual restaurant, given a set amount of money
- Behavior
- The student will order and pay for a meal at the counter with staff observing from a distance
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive ordering opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- At each community-based instruction trip or school cafe visit (at least twice monthly)
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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive ordering opportunities
- Collection schedule:
- at each community-based instruction trip or school cafe visit (at least twice monthly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a community-based instruction visit to a fast-casual restaurant, given a set amount of money, the student will order and pay for a meal at the counter with staff observing from a distance, performing at least 7 of 8 steps independently, on 3 consecutive ordering opportunities, as measured by a task-analysis checklist collected at each community-based instruction trip or school cafe visit (at least twice monthly).
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. Waits in line behind the last person | ||||||||
| 2. Chooses an item from the menu board or picture menu within the budget | ||||||||
| 3. Steps up when the cashier is free and greets them | ||||||||
| 4. States or shows the order, including size or drink choice when asked | ||||||||
| 5. Answers the cashier's questions (for here or to go) | ||||||||
| 6. Pays and takes change or the card back and the receipt | ||||||||
| 7. Steps aside and waits for the order number or name | ||||||||
| 8. Collects the order, napkins, and utensils and goes to the table | ||||||||
| 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: 7 of 8).
- 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.