Figure a tip with a chart or calculator
When to use this goal
For older students who eat at sit-down restaurants or use delivery apps and do not know how much to tip. Present levels in reading a bill and using a calculator or chart decide fit.
- Baseline
- Score 10 bills. Note whether the student tips on the right number (before or after tax, per family preference) and adds correctly.
- Tips
- Card readers often show tip buttons; teach those as well. Tipping customs vary; describe them plainly without judging. Agree with the family on a default percent.
- Limits
- Rounding rules affect what counts as correct; set them in advance. Does not measure deciding when to tip.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-064.
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Goal
By the annual IEP review date, given 10 restaurant bills and a tip chart for 15, 18, and 20 percent, the student will find the tip for the bill and add it to get the total to pay independently with at least 80% accuracy on tip problems, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal326 characters
- By the annual IEP review date, given 10 restaurant bills and a tip chart for 15, 18, and 20 percent, the student will find the tip for the bill and add it to get the total to pay independently with at least 80% accuracy on tip problems, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 restaurant bills and a tip chart for 15, 18, and 20 percent
- Behavior
- The student will find the tip for the bill and add it to get the total to pay independently
- Criteria
- With at least 80% accuracy on tip problems, across 3 consecutive weekly 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 80% accuracy on tip problems
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 restaurant bills and a tip chart for 15, 18, and 20 percent, the student will find the tip for the bill and add it to get the total to pay independently with at least 80% accuracy on tip problems, across 3 consecutive weekly 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.