Count a cash drawer at shift end
When to use this goal
For students who run a register at a school store or coffee cart and are ready to close out. Present levels in counting money and using a calculator decide whether a count sheet with each bill and coin listed is used.
- Baseline
- Set up 2 practice drawers with known amounts. Score each line of the count sheet; note whether errors are counting or arithmetic.
- Tips
- A second person always verifies a drawer in real stores; that is normal practice, not a support. Pair with fn-voc-020 for running the register.
- Limits
- Many workplaces use card payments only. Money math belongs in functional math goals; this template covers the closing routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-039.
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Goal
By the annual IEP review date, at the end of a school store or coffee cart shift, given the cash drawer, a count sheet and a calculator, the student will count each bill and coin, record the totals on the count sheet and compare the total with the sales report independently with at least 95% accuracy on count sheet entries, on 3 consecutive drawer counts, as measured by work-sample analysis collected at each closing shift.
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. 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 Vocational & Work Readiness.
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 - Vocational & Work Readiness
- Baseline
- 50% accuracy.
- Annual goal426 characters
- By the annual IEP review date, at the end of a school store or coffee cart shift, given the cash drawer, a count sheet and a calculator, the student will count each bill and coin, record the totals on the count sheet and compare the total with the sales report independently with at least 95% accuracy on count sheet entries, on 3 consecutive drawer counts, as measured by work-sample analysis collected at each closing shift.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a school store or coffee cart shift, given the cash drawer, a count sheet and a calculator
- Behavior
- The student will count each bill and coin, record the totals on the count sheet and compare the total with the sales report independently
- Criteria
- With at least 95% accuracy on count sheet entries, on 3 consecutive drawer counts
- Evaluation method
- Work-sample analysis
- Schedule
- At each closing shift
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 95% accuracy on count sheet entries
- Mastery rule:
- on 3 consecutive drawer counts
- Collection schedule:
- at each closing shift
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, at the end of a school store or coffee cart shift, given the cash drawer, a count sheet and a calculator, the student will count each bill and coin, record the totals on the count sheet and compare the total with the sales report independently with at least 95% accuracy on count sheet entries, on 3 consecutive drawer counts, as measured by work-sample analysis collected at each closing shift.
| 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.