Order a meal at a self-service kiosk
When to use this goal
For students who order at a counter with help (fn-dl-016) and now meet touch-screen kiosks at restaurants and theaters. Present levels in reading short menu words or icons and touch-screen use decide fit.
- Baseline
- Observe 2 kiosk orders. Kiosks time out; record whether time-outs caused errors, since that changes how fast the student must read.
- Tips
- Plan the order ahead with a photo of the menu. Upselling screens (add a drink?) confuse many students; teach No thanks. Paying by card connects to fn-dl-017.
- Limits
- Kiosk layouts differ by chain and change often. Requires community trips for real practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-047.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a community trip to a fast food restaurant with ordering kiosks, given a planned order and budget, the student will place the planned order at the kiosk, pay, and take the receipt with the order number, performing at least 7 of 8 steps independently, across 3 consecutive community trips, as measured by direct observation collected at each kiosk trip.
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. Direct observation 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 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
- 2 of 8 steps independently.
- Annual goal390 characters
- By the annual IEP review date, during a community trip to a fast food restaurant with ordering kiosks, given a planned order and budget, the student will place the planned order at the kiosk, pay, and take the receipt with the order number, performing at least 7 of 8 steps independently, across 3 consecutive community trips, as measured by direct observation collected at each kiosk trip.
- Timeframe
- By the annual IEP review date
- Condition
- During a community trip to a fast food restaurant with ordering kiosks, given a planned order and budget
- Behavior
- The student will place the planned order at the kiosk, pay, and take the receipt with the order number
- Criteria
- Performing at least 7 of 8 steps independently, across 3 consecutive community trips
- Evaluation method
- Direct observation
- Schedule
- At each kiosk trip
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:
- across 3 consecutive community trips
- Collection schedule:
- at each kiosk trip
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a community trip to a fast food restaurant with ordering kiosks, given a planned order and budget, the student will place the planned order at the kiosk, pay, and take the receipt with the order number, performing at least 7 of 8 steps independently, across 3 consecutive community trips, as measured by direct observation collected at each kiosk trip.
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. Taps the start screen and chooses dine-in or take-out | ||||||||
| 2. Finds the menu category for the item | ||||||||
| 3. Selects the item and any options | ||||||||
| 4. Checks the order summary and removes any mistakes | ||||||||
| 5. Taps pay and chooses card or pay at counter | ||||||||
| 6. Completes payment | ||||||||
| 7. Takes the receipt and reads the order number | ||||||||
| 8. Waits for the number on the screen or at the counter | ||||||||
| 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.