Serve customers at a school store or cart
When to use this goal
For students working at a school store, coffee cart, or concession stand who can hand over items but need prompts for the greeting, the order, and the money steps. Present levels in communication and in money handling (fn-fa templates) decide which steps the student owns.
- Baseline
- Observe the routine on at least 3 shifts before setting a target. Mark each step as independent (no supervisor 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. Score the first five customers of a shift; later customers come when the student is tired or the line is long, which is a different condition.
- Tips
- Students who use AAC can run the greeting and order steps with programmed buttons. Split the money step to a coworker at first if money skills are not ready, and count it as not applicable. School cafes are a strong training ground for retail and food-service jobs.
- Limits
- Customer flow varies; quiet shifts give few opportunities. Unexpected customer requests (substitutions) fall outside the routine and should be noted, not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-020.
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Goal
By the annual IEP review date, during a school store or coffee cart shift, when a customer approaches the counter, the student will complete the customer service routine for each order, performing at least 6 of 7 steps independently, on 4 of 5 consecutive customers, as measured by a task-analysis checklist collected at each shift, across the first five customers.
Baseline: 2 of 7 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 Vocational & Work Readiness.
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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 2 of 7 steps independently.
- Annual goal365 characters
- By the annual IEP review date, during a school store or coffee cart shift, when a customer approaches the counter, the student will complete the customer service routine for each order, performing at least 6 of 7 steps independently, on 4 of 5 consecutive customers, as measured by a task-analysis checklist collected at each shift, across the first five customers.
- Timeframe
- By the annual IEP review date
- Condition
- During a school store or coffee cart shift, when a customer approaches the counter
- Behavior
- The student will complete the customer service routine for each order
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive customers
- Evaluation method
- A task-analysis checklist
- Schedule
- At each shift, across the first five customers
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 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive customers
- Collection schedule:
- at each shift, across the first five customers
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a school store or coffee cart shift, when a customer approaches the counter, the student will complete the customer service routine for each order, performing at least 6 of 7 steps independently, on 4 of 5 consecutive customers, as measured by a task-analysis checklist collected at each shift, across the first five customers.
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. Greets the customer and asks what they would like | ||||||||
| 2. Repeats the order back to confirm | ||||||||
| 3. Gets or makes the item | ||||||||
| 4. States the price | ||||||||
| 5. Takes the payment and gives change, or records the payment on the tally | ||||||||
| 6. Hands over the item and thanks the customer | ||||||||
| 7. Resets the station for the next customer | ||||||||
| 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 7).
- 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.