Read the amount due on a bill
When to use this goal
For older students planning for adult life who have not yet read a household bill. Present levels in reading dates and money amounts decide fit. Use sample bills (phone, electric, streaming service), not family bills, unless the family offers.
- Baseline
- Use 4 bills and 4 questions each. The amount due and the account balance are often confused; record that error separately.
- Tips
- Bills put the key facts in a summary box; teach students to look there first. Add a calendar reminder for the due date as a follow-up step.
- Limits
- Does not measure paying bills or budgeting. Some students will have a representative payee or supported decision-making; plan with the family.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-055.
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Goal
By the annual IEP review date, given 4 sample bills and 4 questions about each, the student will find the company, the amount due, the due date, and how to pay on each bill independently with at least 80% accuracy on bill questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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. Work-sample analysis 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
- 25% accuracy.
- Annual goal334 characters
- By the annual IEP review date, given 4 sample bills and 4 questions about each, the student will find the company, the amount due, the due date, and how to pay on each bill independently with at least 80% accuracy on bill questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 4 sample bills and 4 questions about each
- Behavior
- The student will find the company, the amount due, the due date, and how to pay on each bill independently
- Criteria
- With at least 80% accuracy on bill questions, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 80% accuracy on bill questions
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 4 sample bills and 4 questions about each, the student will find the company, the amount due, the due date, and how to pay on each bill independently with at least 80% accuracy on bill questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.