Count out a set amount of money
When to use this goal
For students who name coins and bills and are ready to put together an amount for a purchase. Present levels in counting by fives and tens and in money identification decide the amounts used; start with whole dollars for students who will mostly use bills.
- Baseline
- Give 10 price cards at the planned level and score each amount as correct or not. Note whether errors come from counting (skipped bill) or from mixing coin values.
- Tips
- Teach counting from the largest bill down. Many older students use the next-dollar strategy for real purchases; this goal is for teams who want exact counting. Move to community practice once classroom accuracy is steady.
- Limits
- Classroom accuracy may drop at a real register with a line behind. Card and phone payments are separate skills (fn-dl-017).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-025.
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Goal
By the annual IEP review date, given a wallet with ones, fives, and tens and a price card for amounts up to twenty dollars, the student will count out the exact amount shown on the price card independently with at least 85% accuracy on amounts counted out, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal357 characters
- By the annual IEP review date, given a wallet with ones, fives, and tens and a price card for amounts up to twenty dollars, the student will count out the exact amount shown on the price card independently with at least 85% accuracy on amounts counted out, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a wallet with ones, fives, and tens and a price card for amounts up to twenty dollars
- Behavior
- The student will count out the exact amount shown on the price card independently
- Criteria
- With at least 85% accuracy on amounts counted out, across 3 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 85% accuracy on amounts counted out
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a wallet with ones, fives, and tens and a price card for amounts up to twenty dollars, the student will count out the exact amount shown on the price card independently with at least 85% accuracy on amounts counted out, across 3 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.