Complete a weekly budget from a sample paycheck
When to use this goal
For students who can add and subtract with a calculator and have, or will soon have, earnings from a school or community job. Base the choice on present levels in money skills; the math area covers computing with money, and this template covers using it to plan.
- Baseline
- Score 2 budget sheets with different pay amounts. An entry is correct when the right number is in the right place and the totals match. Note whether errors come from reading the stub (gross vs. net) or from the arithmetic.
- Tips
- Use the student's real pay stub when they have one and keep it private. Categories should reflect the student's life (bus fare, phone, savings). Pair with fn-fa templates for comparing prices and checking receipts.
- Limits
- A paper budget does not show whether the student follows it. Tax and deduction concepts need their own instruction; the sheet uses take-home pay to keep the focus on planning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-015.
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Goal
By the annual IEP review date, given a sample pay stub and a one-page budget sheet with fixed categories, using a calculator, the student will complete the weekly budget sheet from the pay stub independently with at least 90% accuracy on budget sheet entries, on 3 consecutive budget sheets, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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 Transition-Related Skills.
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
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 40% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given a sample pay stub and a one-page budget sheet with fixed categories, using a calculator, the student will complete the weekly budget sheet from the pay stub independently with at least 90% accuracy on budget sheet entries, on 3 consecutive budget sheets, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sample pay stub and a one-page budget sheet with fixed categories, using a calculator
- Behavior
- The student will complete the weekly budget sheet from the pay stub independently
- Criteria
- With at least 90% accuracy on budget sheet entries, on 3 consecutive budget sheets
- 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 90% accuracy on budget sheet entries
- Mastery rule:
- on 3 consecutive budget sheets
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a sample pay stub and a one-page budget sheet with fixed categories, using a calculator, the student will complete the weekly budget sheet from the pay stub independently with at least 90% accuracy on budget sheet entries, on 3 consecutive budget sheets, 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.