Speak up when an order or purchase is wrong
When to use this goal
For older students who accept the wrong food, wrong change, or a missing item at a store or restaurant because they do not know how to raise it with an unfamiliar employee. Base the choice on community-based instruction data. The student can speak, type the message on a phone, sign with an interpreter, or show a prepared card.
- Baseline
- Set up 2 planned practices at the school cafe and score each step. Record any real mistakes during outings and what the student did. Ask the student and family how they handle mistakes at stores now and which words they are comfortable using.
- Tips
- Score each step done without help. Real mistakes are rare, so arrange planned practices with willing staff. A polite, plain statement is enough; it does not need to sound confident. Debrief briefly afterward and let the student say what they would change.
- Limits
- Employees respond differently, which affects later steps. Planned errors should be small and fixed right away. The goal does not measure money skills; check change only if the student can already count it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-044.
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Goal
By the annual IEP review date, during community-based instruction at a restaurant, cafe, or store when the order, item, or change is wrong, the student will tell the employee that the order or purchase is wrong and ask for the fix, performing at least 5 of 6 steps independently, on 3 consecutive scored outings or practices, as measured by a task-analysis checklist collected every two weeks during community-based instruction.
Baseline: 1 of 6 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 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 6 steps independently.
- Annual goal428 characters
- By the annual IEP review date, during community-based instruction at a restaurant, cafe, or store when the order, item, or change is wrong, the student will tell the employee that the order or purchase is wrong and ask for the fix, performing at least 5 of 6 steps independently, on 3 consecutive scored outings or practices, as measured by a task-analysis checklist collected every two weeks during community-based instruction.
- Timeframe
- By the annual IEP review date
- Condition
- During community-based instruction at a restaurant, cafe, or store when the order, item, or change is wrong
- Behavior
- The student will tell the employee that the order or purchase is wrong and ask for the fix
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive scored outings or practices
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks during community-based instruction
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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive scored outings or practices
- Collection schedule:
- every two weeks during community-based instruction
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during community-based instruction at a restaurant, cafe, or store when the order, item, or change is wrong, the student will tell the employee that the order or purchase is wrong and ask for the fix, performing at least 5 of 6 steps independently, on 3 consecutive scored outings or practices, as measured by a task-analysis checklist collected every two weeks during community-based instruction.
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. Check the order, item, or change before leaving the counter | ||||||||
| 2. Get the employee's attention (such as saying "Excuse me" or raising a hand) | ||||||||
| 3. Say or show what is wrong (such as "I ordered no cheese" or "I got $2 back, it should be $5") | ||||||||
| 4. Say or show what they want (such as a new one, the right change, or a refund) | ||||||||
| 5. Wait for the employee to fix it or answer | ||||||||
| 6. Close the exchange (such as "Thanks") | ||||||||
| 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: 5 of 6).
- 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.