Pay with a debit card at a self-checkout or card reader
When to use this goal
For older students whose families use cards rather than cash and who have, or will have, a prepaid or debit card of their own. Base the choice on present levels in number entry, reading screen prompts, and keeping a PIN private; the family decides when a real card is used.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Card readers vary (chip, tap, swipe); record the reader type on each sheet and expect the first trial on a new reader to drop.
- Tips
- Never record the PIN on a data sheet or card. Practice on a classroom simulation before the first community purchase. Keeping the card in a consistent wallet slot is part of the routine. Pair with fn-fa templates for checking receipts and budgets.
- Limits
- Requires a real or prepaid card and family agreement. Declined cards and reader errors happen; note them and do not score the trial. Does not teach deciding whether a purchase is affordable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-dl-017.
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Goal
By the annual IEP review date, given a prepaid or practice debit card at a self-checkout during a community-based instruction trip, the student will pay for the purchase using the debit card, performing at least 6 of 7 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each purchasing opportunity (at least twice monthly).
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 Daily Living Skills.
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
- Functional & Independence Skills - Daily Living Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal375 characters
- By the annual IEP review date, given a prepaid or practice debit card at a self-checkout during a community-based instruction trip, the student will pay for the purchase using the debit card, performing at least 6 of 7 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each purchasing opportunity (at least twice monthly).
- Timeframe
- By the annual IEP review date
- Condition
- Given a prepaid or practice debit card at a self-checkout during a community-based instruction trip
- Behavior
- The student will pay for the purchase using the debit card
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive purchases
- Evaluation method
- A task-analysis checklist
- Schedule
- At each purchasing opportunity (at least twice monthly)
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 purchases
- Collection schedule:
- at each purchasing opportunity (at least twice monthly)
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a prepaid or practice debit card at a self-checkout during a community-based instruction trip, the student will pay for the purchase using the debit card, performing at least 6 of 7 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each purchasing opportunity (at least twice monthly).
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. Waits until the cashier or screen shows the total | ||||||||
| 2. Checks that the total is close to the expected amount | ||||||||
| 3. Inserts, taps, or swipes the card as the reader shows | ||||||||
| 4. Enters the PIN while shielding the keypad, or selects credit when no PIN is needed | ||||||||
| 5. Answers screen prompts (cash back: no; receipt: yes) | ||||||||
| 6. Removes the card when the reader signals and puts it back in the wallet | ||||||||
| 7. Takes the receipt and the purchase | ||||||||
| 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.