Pay at a vending machine and take the change
When to use this goal
For students who can choose an item but struggle to feed coins or bills, use the card reader, or remember to take change and the item. Present levels in money handling and fine motor skills, not grade, decide fit.
- Baseline
- Observe the routine on at least 2 or 3 community trips (or a realistic classroom setup at first) before setting a target. Mark each step as independent, done with a named prompt (gesture, picture, verbal, model), or not done, and count only independent steps. Record which way of paying the student uses and where the routine breaks down.
- Tips
- Practice the payment method the student will use most. Teach smoothing bills before feeding them. Choosing an item within the money is tn-cs-010; a stuck item or lost money is tn-cs-012.
- Limits
- Machines vary in layout; photograph the machines the student uses. Does not cover counting change for accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-011.
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Goal
By the annual IEP review date, at a vending machine that takes coins, bills and cards, given money or a card for one item, the student will pay with coins, bills or a card, enter the item code, take the item and collect the change, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 8 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 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
- 3 of 8 steps independently.
- Annual goal375 characters
- By the annual IEP review date, at a vending machine that takes coins, bills and cards, given money or a card for one item, the student will pay with coins, bills or a card, enter the item code, take the item and collect the change, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At a vending machine that takes coins, bills and cards, given money or a card for one item
- Behavior
- The student will pay with coins, bills or a card, enter the item code, take the item and collect the change
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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 7 of 8 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a vending machine that takes coins, bills and cards, given money or a card for one item, the student will pay with coins, bills or a card, enter the item code, take the item and collect the change, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
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. Find the item code for the chosen item | ||||||||
| 2. Choose how to pay (coins, bills or card) | ||||||||
| 3. Feed bills face up in the right direction or insert coins one at a time, or tap the card | ||||||||
| 4. Check the display shows enough money | ||||||||
| 5. Enter the item code | ||||||||
| 6. Take the item from the bin | ||||||||
| 7. Press the change button if needed and collect the change | ||||||||
| 8. Put the money or card away | ||||||||
| 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: 7 of 8).
- 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.