Pick a vending item the money covers
When to use this goal
For students who choose a snack first and only then find they do not have enough money, or who stand at the machine unsure. Present levels in reading prices and comparing money amounts, not grade, decide fit.
- Baseline
- Offer several choices with different amounts of money and record whether the student checks the price against the money before choosing. Note whether the problem is counting money or reading prices.
- Tips
- Score an opportunity correct when the chosen item costs no more than the money in hand. Use the next-dollar strategy for students who do not count change. Paying and collecting change is a separate template (tn-cs-011).
- Limits
- Prices change; use current price photos. The goal does not decide which snacks are allowed; follow school and family guidance on food.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-010.
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Goal
By the annual IEP review date, at a school or community vending machine, given a set amount of money in coins and bills, the student will count their money, read the prices and choose an item that costs the same or less independently in at least 5 of 6 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 2 of 6 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. Opportunity (trial) recording 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 Community Services: Library, Post Office & Bank.
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 Services: Library, Post Office & Bank
- Baseline
- 2 of 6 opportunities.
- Annual goal369 characters
- By the annual IEP review date, at a school or community vending machine, given a set amount of money in coins and bills, the student will count their money, read the prices and choose an item that costs the same or less independently in at least 5 of 6 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At a school or community vending machine, given a set amount of money in coins and bills
- Behavior
- The student will count their money, read the prices and choose an item that costs the same or less independently
- Criteria
- In at least 5 of 6 opportunities, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 5 of 6 opportunities
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at a school or community vending machine, given a set amount of money in coins and bills, the student will count their money, read the prices and choose an item that costs the same or less independently in at least 5 of 6 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.