Answer a cashier's or clerk's questions at a counter
When to use this goal
For students who can ask for an item but freeze, walk away, or turn to an adult when a store, library, or cafe employee asks them a question ("Do you want a bag?", "Is this for here or to go?", "Do you have a card?"). Base the choice on community-based instruction data. Any mode counts: speech, sign, a device, or a typed phone message.
- Baseline
- During 2 or 3 outings, record every question an employee asks the student and whether the student answered, waited for an adult, or walked away. List the questions that come up most often; those become the device page or cue card. Note settings that are loud or busy, which may need a quieter time of day.
- Tips
- Each question from an employee is an opportunity; record up to 5 per outing. Score correct when the student answers within about 5 seconds with any related reply. Brief employees in advance only if the student wants them to know. Stand slightly behind the student so the employee speaks to them, not to the adult.
- Limits
- Employees ask different questions and some talk to the adult instead; the number of opportunities varies. Busy settings add pressure that is not the student's skill. The goal does not measure money handling or the purchase itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-029.
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Goal
By the annual IEP review date, during community-based instruction at a store, library, cafe, or service counter, the student will answer the employee's question with a related reply by speaking, signing, typing, or selecting a message on their device independently in at least 4 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing, at least twice monthly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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 Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal436 characters
- By the annual IEP review date, during community-based instruction at a store, library, cafe, or service counter, the student will answer the employee's question with a related reply by speaking, signing, typing, or selecting a message on their device independently in at least 4 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During community-based instruction at a store, library, cafe, or service counter
- Behavior
- The student will answer the employee's question with a related reply by speaking, signing, typing, or selecting a message on their device independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive community outings
- Evaluation method
- Direct observation
- Schedule
- During each community outing, at least twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive community outings
- Collection schedule:
- during each community outing, at least twice monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during community-based instruction at a store, library, cafe, or service counter, the student will answer the employee's question with a related reply by speaking, signing, typing, or selecting a message on their device independently in at least 4 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing, at least twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.