Use the next-dollar strategy to pay for a purchase
When to use this goal
For students who cannot count exact change but can count dollar bills, for whom paying one dollar more than the price is the practical route to independent purchases. Present levels in reading prices and counting ones decide readiness.
- Baseline
- Include whole-dollar prices ($4.00), where the next-dollar rule gives too much and the student should hand over the exact dollars; decide in advance whether that counts as correct. Prices ending in .99 are the clearest test of the rule.
- Tips
- This strategy lets students shop without computing change; pair it with a goal for waiting for and keeping the change. Practice in the school store, cafeteria and community.
- Limits
- The student gives up control over exact amounts and depends on the cashier's honesty. Does not cover card payments, which may be the more common method for some students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-016.
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Goal
By the annual IEP review date, given a price less than $10.00 and a set of one-dollar bills, the student will state the number of dollars one more than the whole-dollar part of the price and hand over that many ones independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 Measurement, Time & Money.
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
- Math - Measurement, Time & Money
- Baseline
- 2 of 10 opportunities.
- Annual goal382 characters
- By the annual IEP review date, given a price less than $10.00 and a set of one-dollar bills, the student will state the number of dollars one more than the whole-dollar part of the price and hand over that many ones independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a price less than $10.00 and a set of one-dollar bills
- Behavior
- The student will state the number of dollars one more than the whole-dollar part of the price and hand over that many ones independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a price less than $10.00 and a set of one-dollar bills, the student will state the number of dollars one more than the whole-dollar part of the price and hand over that many ones independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.