Count the change received and state whether it is correct
When to use this goal
For students who pay with the next-dollar strategy or exact bills and pocket the change without looking. Base the choice on present levels in coin counting and subtraction with a calculator; this template uses the math, it does not teach it.
- Baseline
- Set up 5 purchases at a classroom store and give the correct change in 3 and incorrect change in 2. Record whether the student counted at all, counted correctly, and caught the errors. Catching the short change is the point of the skill.
- Tips
- Most receipts print a change line, so teach comparing the coins to that line first; subtracting with a calculator is the backup. Plan some deliberate short-change trials at the classroom store with the student's knowledge that errors will happen.
- Limits
- Card payments remove this skill entirely; prioritize it for students who use cash. Students need coin counting to a dollar first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-016.
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Goal
By the annual IEP review date, after paying with bills for a purchase under $10.00, given the receipt and the change handed back, the student will count the change received and state whether it matches the receipt independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly at the classroom store or community purchases.
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, after paying with bills for a purchase under $10.00, given the receipt and the change handed back, the student will count the change received and state whether it matches the receipt independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly at the classroom store or community purchases.
- Timeframe
- By the annual IEP review date
- Condition
- After paying with bills for a purchase under $10.00, given the receipt and the change handed back
- Behavior
- The student will count the change received and state whether it matches the receipt independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly at the classroom store or community purchases
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:
- weekly at the classroom store or community purchases
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after paying with bills for a purchase under $10.00, given the receipt and the change handed back, the student will count the change received and state whether it matches the receipt independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly at the classroom store or community purchases.
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.