Find items and prices on a menu
When to use this goal
For students who go to restaurants or the school cafe and point at pictures or let others order because they cannot find items or prices on the menu. Present levels in word and number reading decide whether a picture menu or a text menu is used first.
- Baseline
- Probe with two menus from restaurants the student actually visits. Record whether the student used section headings; students who scan the whole page line by line need the heading strategy taught.
- Tips
- Collect real menus or photos of menu boards; they include the layout, abbreviations, and combo pricing the student will meet. Pair with fn-dl-016 for ordering and fn-fa-020 for deciding whether there is enough money.
- Limits
- Menu boards in restaurants are often far away and change digitally; practice with photographs taken at the distance the student will read from. Does not cover ordering or paying.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-006.
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Goal
By the annual IEP review date, given a printed restaurant menu with 10 questions (find the price of a cheeseburger, find a drink under $2), the student will find the item or price asked for on the menu independently with at least 85% accuracy on menu questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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 Functional Academics.
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 - Functional Academics
- Baseline
- 30% accuracy.
- Annual goal340 characters
- By the annual IEP review date, given a printed restaurant menu with 10 questions (find the price of a cheeseburger, find a drink under $2), the student will find the item or price asked for on the menu independently with at least 85% accuracy on menu questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed restaurant menu with 10 questions (find the price of a cheeseburger, find a drink under $2)
- Behavior
- The student will find the item or price asked for on the menu independently
- Criteria
- With at least 85% accuracy on menu questions, on 3 consecutive 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 menu questions
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a printed restaurant menu with 10 questions (find the price of a cheeseburger, find a drink under $2), the student will find the item or price asked for on the menu independently with at least 85% accuracy on menu questions, on 3 consecutive 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.