Order and pay at a sit-down restaurant
When to use this goal
For young adults who order at counters but have not managed a full sit-down meal: being seated, ordering, asking for the check, paying, and tipping. Present levels in communication and money 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
- The student chooses the restaurant within the budget. Splitting the check with friends is a good next step.
- Limits
- Restaurant trips cost money and time, so data come slowly; practice the money steps in class between trips.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-030.
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Goal
By the annual IEP review date, at a sit-down restaurant on a community trip, with a set amount of money or a card, the student will complete the meal from being seated to paying the check with a tip, performing at least 8 of 9 steps independently, on 3 consecutive restaurant trips, as measured by a task-analysis checklist collected monthly, at each restaurant trip.
Baseline: 3 of 9 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
- 3 of 9 steps independently.
- Annual goal367 characters
- By the annual IEP review date, at a sit-down restaurant on a community trip, with a set amount of money or a card, the student will complete the meal from being seated to paying the check with a tip, performing at least 8 of 9 steps independently, on 3 consecutive restaurant trips, as measured by a task-analysis checklist collected monthly, at each restaurant trip.
- Timeframe
- By the annual IEP review date
- Condition
- At a sit-down restaurant on a community trip, with a set amount of money or a card
- Behavior
- The student will complete the meal from being seated to paying the check with a tip
- Criteria
- Performing at least 8 of 9 steps independently, on 3 consecutive restaurant trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly, at each restaurant trip
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 8 of 9 steps independently
- Mastery rule:
- on 3 consecutive restaurant trips
- Collection schedule:
- monthly, at each restaurant trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a sit-down restaurant on a community trip, with a set amount of money or a card, the student will complete the meal from being seated to paying the check with a tip, performing at least 8 of 9 steps independently, on 3 consecutive restaurant trips, as measured by a task-analysis checklist collected monthly, at each restaurant trip.
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. Tells the host how many are in the group or waits to be seated | ||||||||
| 2. Reads the menu and chooses within the budget | ||||||||
| 3. Orders food and drink when the server asks | ||||||||
| 4. Asks the server for anything needed during the meal | ||||||||
| 5. Asks for the check | ||||||||
| 6. Checks the check against what was ordered | ||||||||
| 7. Adds a tip using the tip chart or a phone calculator | ||||||||
| 8. Pays and waits for change or the card | ||||||||
| 9. Signs the receipt if paying by card | ||||||||
| 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: 8 of 9).
- 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.