Place a mobile order and pick it up
When to use this goal
For young adults with a phone who find counters or lines hard, or who will grab food on a work break. Needs a restaurant app and a family-approved payment method; 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
- Mobile ordering is a fair access tool for students who find ordering aloud hard; it is not a shortcut around a speech goal.
- Limits
- Apps change often. Payment details stay with the family's plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-031.
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Goal
By the annual IEP review date, before a community trip or work break, using a restaurant's app on the student's phone with a family-approved payment method, the student will place the order in the app, go to the restaurant, and pick it up from the pickup area, performing at least 6 of 7 steps independently, on 3 consecutive orders, as measured by a task-analysis checklist collected every two weeks.
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 goal401 characters
- By the annual IEP review date, before a community trip or work break, using a restaurant's app on the student's phone with a family-approved payment method, the student will place the order in the app, go to the restaurant, and pick it up from the pickup area, performing at least 6 of 7 steps independently, on 3 consecutive orders, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Before a community trip or work break, using a restaurant's app on the student's phone with a family-approved payment method
- Behavior
- The student will place the order in the app, go to the restaurant, and pick it up from the pickup area
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive orders
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 orders
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, before a community trip or work break, using a restaurant's app on the student's phone with a family-approved payment method, the student will place the order in the app, go to the restaurant, and pick it up from the pickup area, performing at least 6 of 7 steps independently, on 3 consecutive orders, as measured by a task-analysis checklist collected every two weeks.
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. Chooses the right store location in the app | ||||||||
| 2. Adds the chosen items and checks any options | ||||||||
| 3. Checks the total against the budget | ||||||||
| 4. Pays with the approved method | ||||||||
| 5. Notes the pickup time or order number | ||||||||
| 6. Goes to the pickup shelf or counter and finds the order by name | ||||||||
| 7. Checks the bag before leaving | ||||||||
| 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.