Order food clearly with an unfamiliar listener
When to use this goal
For middle school students whose speech is hard for unfamiliar people to understand in short real-world exchanges, such as ordering in the cafeteria or a store. Present levels decide fit. Planned messages and a backup (a card or a phone note) make the exchange work.
- Baseline
- Observe 5 ordering exchanges and record whether the listener understood on the first try, the second try, with the backup, or not at all.
- Tips
- The student plans the message ahead and chooses the backup. Using the backup after one repeat is a success, not a failure. Ask staff not to pretend to understand.
- Limits
- Real exchanges vary in noise and listener patience. The goal does not measure money or menu skills, which belong in functional-academics or community-access.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-029.
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Goal
By the annual IEP review date, when ordering in the school cafeteria or a school store from staff who do not know the student, the student will say the planned order using speech strategies so the listener gets it right on the first or second try independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected weekly.
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 Motor Speech (Apraxia & Dysarthria).
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
- Speech & Language - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 1 of 5 opportunities.
- Annual goal371 characters
- By the annual IEP review date, when ordering in the school cafeteria or a school store from staff who do not know the student, the student will say the planned order using speech strategies so the listener gets it right on the first or second try independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When ordering in the school cafeteria or a school store from staff who do not know the student
- Behavior
- The student will say the planned order using speech strategies so the listener gets it right on the first or second try independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Weekly
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:
- on 4 of 5 observed days
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when ordering in the school cafeteria or a school store from staff who do not know the student, the student will say the planned order using speech strategies so the listener gets it right on the first or second try independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected weekly.
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.