Check pay stub hours against own time records
When to use this goal
For students with paid work or a paid placement who never look at their pay stubs. Present levels in reading tables and adding hours decide whether a stub guide and calculator are used.
- Baseline
- Use 2 sample stubs with known errors. Score finding the pay period, rate, hours, and whether the hours match. Real stubs are private; the student chooses whether to share them.
- Tips
- Budgeting from a paycheck is in fn-tr-015. Teach the student who to tell (the supervisor or payroll) when the hours do not match.
- Limits
- Only for students with pay stubs. Deductions and taxes are beyond this template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-064.
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Goal
By the annual IEP review date, on each payday, given own pay stub and own time records or time sheet, the student will find the hours, pay rate and pay period on the stub and compare the hours with own time records independently with at least 90% accuracy on pay stub check items, on 3 consecutive pay periods, as measured by work-sample analysis collected each pay period.
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 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
- 40% accuracy.
- Annual goal373 characters
- By the annual IEP review date, on each payday, given own pay stub and own time records or time sheet, the student will find the hours, pay rate and pay period on the stub and compare the hours with own time records independently with at least 90% accuracy on pay stub check items, on 3 consecutive pay periods, as measured by work-sample analysis collected each pay period.
- Timeframe
- By the annual IEP review date
- Condition
- On each payday, given own pay stub and own time records or time sheet
- Behavior
- The student will find the hours, pay rate and pay period on the stub and compare the hours with own time records independently
- Criteria
- With at least 90% accuracy on pay stub check items, on 3 consecutive pay periods
- Evaluation method
- Work-sample analysis
- Schedule
- Each pay period
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 pay stub check items
- Mastery rule:
- on 3 consecutive pay periods
- Collection schedule:
- each pay period
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, on each payday, given own pay stub and own time records or time sheet, the student will find the hours, pay rate and pay period on the stub and compare the hours with own time records independently with at least 90% accuracy on pay stub check items, on 3 consecutive pay periods, as measured by work-sample analysis collected each pay period.
| 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.