Signal the attendant when self-checkout stops
When to use this goal
For students who freeze, leave the items or keep pressing buttons when a self-checkout shows an error, asks for age approval or flags an unexpected item. Present levels in problem solving and asking for help, not grade, decide fit.
- Baseline
- Record what the student does at real or staged errors. Note whether they wait, leave, or keep scanning, and whether they can tell the attendant what went wrong.
- Tips
- Count each stop as one opportunity. Teach that errors are common and not the student's fault. A short phrase card ("The machine says unexpected item") helps students who find it hard to start talking.
- Limits
- Errors happen unpredictably; staged practice fills gaps. Does not cover the scanning routine itself (tn-cs-014).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-015.
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Goal
By the annual IEP review date, when a self-checkout stops with an error, a help light or a request for staff approval, the student will stop scanning, press the help button or look for the attendant, wait at the machine and tell the attendant what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected weekly during community-based instruction.
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. Direct observation 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 goal437 characters
- By the annual IEP review date, when a self-checkout stops with an error, a help light or a request for staff approval, the student will stop scanning, press the help button or look for the attendant, wait at the machine and tell the attendant what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected weekly during community-based instruction.
- Timeframe
- By the annual IEP review date
- Condition
- When a self-checkout stops with an error, a help light or a request for staff approval
- Behavior
- The student will stop scanning, press the help button or look for the attendant, wait at the machine and tell the attendant what happened independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Direct observation
- Schedule
- Weekly during community-based instruction
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 community-based instruction
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a self-checkout stops with an error, a help light or a request for staff approval, the student will stop scanning, press the help button or look for the attendant, wait at the machine and tell the attendant what happened independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by direct observation collected weekly during community-based instruction.
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.