Use a kiosk or self-checkout by its prompts
When to use this goal
For transition-age students learning to use self-checkouts, ordering kiosks, ticket machines, or library check-out stations whose screens give step-by-step directions. Present levels, not grade, decide which machine to start with. Staff stay close for any payment steps.
- Baseline
- Observe the student at one machine and score steps done from the screen prompts alone. Record which screens cause confusion.
- Tips
- Practice at school machines first when possible. Use school funds or the student's own money as the program allows; never share card numbers with the student in writing. Staff stay in arm's reach during payment.
- Limits
- Machines vary across stores; practice at the ones the student will use. Does not measure money skills; pair with a functional math goal if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-029.
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Goal
By the annual IEP review date, during community-based instruction at a store self-checkout or restaurant ordering kiosk, the student will read or listen to each on-screen prompt and complete the step it asks for until the transaction is done, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected at each community trip.
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 Following Multi-Step Directions.
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
- Executive Function - Following Multi-Step Directions
- Baseline
- 2 of 7 steps independently.
- Annual goal399 characters
- By the annual IEP review date, during community-based instruction at a store self-checkout or restaurant ordering kiosk, the student will read or listen to each on-screen prompt and complete the step it asks for until the transaction is done, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected at each community trip.
- Timeframe
- By the annual IEP review date
- Condition
- During community-based instruction at a store self-checkout or restaurant ordering kiosk
- Behavior
- The student will read or listen to each on-screen prompt and complete the step it asks for until the transaction is done
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive community trips
- Evaluation method
- A task-analysis checklist
- Schedule
- At each community 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive community trips
- Collection schedule:
- at each community trip
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during community-based instruction at a store self-checkout or restaurant ordering kiosk, the student will read or listen to each on-screen prompt and complete the step it asks for until the transaction is done, performing at least 6 of 7 steps independently, on 3 consecutive community trips, as measured by a task-analysis checklist collected at each community 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. Presses start or chooses the language | ||||||||
| 2. Scans or selects each item | ||||||||
| 3. Checks the total or order on the screen | ||||||||
| 4. Chooses the payment type the screen asks for | ||||||||
| 5. Completes payment as prompted | ||||||||
| 6. Takes the receipt, ticket, or order number | ||||||||
| 7. Takes the items or waits for the order as the screen directs | ||||||||
| 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.