Pay the exact price for an item under five dollars
When to use this goal
For students who can count coins and bills in a lesson but do not yet count out an amount to pay at a register. Present levels in coin counting decide the price range; students who cannot count coins can use the next-dollar strategy (fn-dl-005) instead.
- Baseline
- Present 5 prices in the range, mixing whole-dollar and cents amounts, and record whether the student handed over the exact amount. Note the error type: wrong coin values, stopping early, or counting correctly but handing over the wrong set.
- Tips
- Use real coins and bills; plastic coins differ in size and weight. A school store gives frequent real opportunities. Scoring counts the amount handed over, so a student who counts aloud correctly but hands over the wrong set has not met the opportunity.
- Limits
- Exact change is rarely required in real purchases; the next-dollar strategy may be the better functional goal for many students. Does not include receiving change.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-015.
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Goal
By the annual IEP review date, given a price under $5.00 at the school store or a classroom store, with a wallet of mixed coins and one-dollar bills, the student will count out the exact amount and hand it to the cashier independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly at the classroom or school store.
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 Functional Academics.
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 - Functional Academics
- Baseline
- 1 of 5 opportunities.
- Annual goal403 characters
- By the annual IEP review date, given a price under $5.00 at the school store or a classroom store, with a wallet of mixed coins and one-dollar bills, the student will count out the exact amount and hand it to the cashier independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly at the classroom or school store.
- Timeframe
- By the annual IEP review date
- Condition
- Given a price under $5.00 at the school store or a classroom store, with a wallet of mixed coins and one-dollar bills
- Behavior
- The student will count out the exact amount and hand it to the cashier independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly at the classroom or school store
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 sessions
- Collection schedule:
- twice weekly at the classroom or school store
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a price under $5.00 at the school store or a classroom store, with a wallet of mixed coins and one-dollar bills, the student will count out the exact amount and hand it to the cashier independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly at the classroom or school store.
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.