Self-checkout and kiosk screen words
When to use this goal
For high school students who use self-checkouts, ticket kiosks, or ordering screens in the community and freeze at screens full of words (scan, pay, cash, card, done, receipt, cancel). Present levels decide the word set.
- Baseline
- Time from when the screen appears to when the student touches the correct button. Record wrong touches separately. Use practice screenshots for most data and confirm in the community.
- Tips
- Pick kiosks the student will actually use. Payment steps should follow the family's choices about money and cards.
- Limits
- Screens change often. Latency depends on motor access and the noise and pressure of a real store.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-044.
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Goal
By the annual IEP review date, during community-based instruction at a self-checkout or kiosk, when the screen shows a taught word that the next step needs, the student will read the screen word for the next step and touch the matching button independently within 8 seconds, on 4 of 5 observed outings or practice sessions, as measured by latency recording collected weekly.
Baseline: 25 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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 Sight Word Recognition.
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
- Reading - Sight Word Recognition
- Baseline
- 25 seconds.
- Annual goal374 characters
- By the annual IEP review date, during community-based instruction at a self-checkout or kiosk, when the screen shows a taught word that the next step needs, the student will read the screen word for the next step and touch the matching button independently within 8 seconds, on 4 of 5 observed outings or practice sessions, as measured by latency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During community-based instruction at a self-checkout or kiosk, when the screen shows a taught word that the next step needs
- Behavior
- The student will read the screen word for the next step and touch the matching button independently
- Criteria
- Within 8 seconds, on 4 of 5 observed outings or practice sessions
- Evaluation method
- Latency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 8 seconds
- Mastery rule:
- on 4 of 5 observed outings or practice sessions
- Collection schedule:
- weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during community-based instruction at a self-checkout or kiosk, when the screen shows a taught word that the next step needs, the student will read the screen word for the next step and touch the matching button independently within 8 seconds, on 4 of 5 observed outings or practice sessions, as measured by latency recording collected weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.