Name coins and bills by value
When to use this goal
For students who are starting to use money and do not yet tell coins and bills apart by value. Present levels in matching and in number recognition decide fit, not grade. Real money or realistic play money works better than pictures.
- Baseline
- Present each coin and bill twice in random order and record correct naming or selection. Note which pairs are confused (nickel and quarter by size, one and five bills by color); those guide the teaching order.
- Tips
- Teach bills before coins for older students; most purchases use bills and the next-dollar strategy (fn-dl-005). Accept naming, pointing, or AAC selection. Use real money whenever school rules allow.
- Limits
- Naming values does not show counting or paying; pair with fn-fa-025 or fn-fa-015. Students with low vision need tactile or size cues, coordinated with the vision teacher.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-024.
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Goal
By the annual IEP review date, given a mixed set of 10 real coins and bills (penny, nickel, dime, quarter, one, five, ten, twenty dollars), the student will name or point to the value of each coin and bill independently with at least 90% accuracy on coins and bills named or selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal386 characters
- By the annual IEP review date, given a mixed set of 10 real coins and bills (penny, nickel, dime, quarter, one, five, ten, twenty dollars), the student will name or point to the value of each coin and bill independently with at least 90% accuracy on coins and bills named or selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a mixed set of 10 real coins and bills (penny, nickel, dime, quarter, one, five, ten, twenty dollars)
- Behavior
- The student will name or point to the value of each coin and bill independently
- Criteria
- With at least 90% accuracy on coins and bills named or selected, in 3 of 4 consecutive weekly 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 coins and bills named or selected
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a mixed set of 10 real coins and bills (penny, nickel, dime, quarter, one, five, ten, twenty dollars), the student will name or point to the value of each coin and bill independently with at least 90% accuracy on coins and bills named or selected, in 3 of 4 consecutive weekly 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.