Decide whether there is enough money to buy an item
When to use this goal
For students who choose items at a store without checking whether they can pay, then are told at the register to put it back. Present levels in comparing numbers and counting the money they hold decide the amounts used.
- Baseline
- Probe with 10 items, half affordable and half not, including a few close calls (price $4.75 with $5.00 held). Close calls show whether the student compares the numbers or guesses from the size of the number.
- Tips
- Use real money and real prices; the decision feels different with a wallet in hand. Tax can push a close-call price over the amount held; teach a margin (keep a dollar back) for community purchases.
- Limits
- Yes-or-no decisions give a 50 percent chance level, so baseline near 50 may be guessing; use the close calls to judge. Does not teach choosing between two affordable items.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-020.
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Goal
By the annual IEP review date, given a wallet with a known amount and 10 priced items, asked for each whether there is enough to buy it, the student will state whether there is enough money for each item independently with at least 90% accuracy on price decisions, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 50% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given a wallet with a known amount and 10 priced items, asked for each whether there is enough to buy it, the student will state whether there is enough money for each item independently with at least 90% accuracy on price decisions, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a wallet with a known amount and 10 priced items, asked for each whether there is enough to buy it
- Behavior
- The student will state whether there is enough money for each item independently
- Criteria
- With at least 90% accuracy on price decisions, on 3 consecutive probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on price decisions
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a wallet with a known amount and 10 priced items, asked for each whether there is enough to buy it, the student will state whether there is enough money for each item independently with at least 90% accuracy on price decisions, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.