Buy a movie or event ticket
When to use this goal
For middle school students who go to movies, games, or museums and let a family member handle tickets. Needs reading show times or event options and paying; present levels decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- Let the student choose the event. Buying tickets online ahead is a fair option for students who find counters hard.
- Limits
- Each venue is different; generalize across at least two. Does not measure behavior during the event.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-006.
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Goal
By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
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 Community Access & Travel.
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 - Community Access & Travel
- Baseline
- 2 of 7 steps independently.
- Annual goal386 characters
- By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
- Timeframe
- By the annual IEP review date
- Condition
- At a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card
- Behavior
- The student will buy the ticket for the chosen show or entry and find the right door
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive community trips
- Evaluation method
- A task-analysis checklist
- Schedule
- On each trip to a ticketed place
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 3 consecutive community trips
- Collection schedule:
- on each trip to a ticketed place
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a movie theater, museum, or game ticket counter or kiosk on a community trip, with money or a card, the student will buy the ticket for the chosen show or entry and find the right door, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected on each trip to a ticketed place.
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. Finds the ticket counter or kiosk | ||||||||
| 2. Waits in line | ||||||||
| 3. Asks for or chooses the show, time, or entry type | ||||||||
| 4. Pays and waits for change or the card receipt | ||||||||
| 5. Takes the ticket and receipt | ||||||||
| 6. Reads the ticket or asks staff for the door or theater number | ||||||||
| 7. Shows the ticket at the entrance | ||||||||
| 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.