Get help when a vending machine keeps money
When to use this goal
For students who shake, hit or walk away from a machine that jams or keeps their money, or who keep feeding in more money. Present levels in problem solving and asking for help, not grade, decide fit.
- Baseline
- Stage a few jams with a practice machine or role-play and record what the student does first. Ask staff and family what the student has done with real stuck machines.
- Tips
- Teach never to shake or tip a machine, since it can fall. Score an opportunity correct when the student uses the coin return and then asks for help without adding more money. Help the student calmly accept that some money may be lost.
- Limits
- Real jams are rare, so staged practice carries most data. Refund processes differ; show the student where the contact is posted on the machines they use.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a vending machine keeps their money, does not drop the item or shows an error, the student will press the coin return once, then read the posted refund contact or tell a nearby staff member what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected weekly during practice.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, when a vending machine keeps their money, does not drop the item or shows an error, the student will press the coin return once, then read the posted refund contact or tell a nearby staff member what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected weekly during practice.
- Timeframe
- By the annual IEP review date
- Condition
- When a vending machine keeps their money, does not drop the item or shows an error
- Behavior
- The student will press the coin return once, then read the posted refund contact or tell a nearby staff member what happened independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during practice
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection periods
- Collection schedule:
- weekly during practice
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a vending machine keeps their money, does not drop the item or shows an error, the student will press the coin return once, then read the posted refund contact or tell a nearby staff member what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected weekly during practice.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.