Count back change to a customer
When to use this goal
For students working a school store, cafe or job register who need to give change and count it back so the customer can check it. Present levels in making change and in counting up from a price decide readiness.
- Baseline
- Observe 3 to 5 sales and mark each step independent, prompted or missed. Record the change accuracy as well.
- Tips
- Coordinate with the job coach. Many registers show the change due; counting it back is still how errors are caught.
- Limits
- Handling money at a job site follows the site's rules; staff supervise the drawer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-045.
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Goal
By the annual IEP review date, at the school store or a cafe register, when the total is under $20 and the customer pays with a larger bill, the student will complete the steps of counting back change, performing all 6 steps independently, on 3 consecutive register shifts, as measured by a task-analysis checklist collected weekly during register shifts.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 6 steps independently.
- Annual goal355 characters
- By the annual IEP review date, at the school store or a cafe register, when the total is under $20 and the customer pays with a larger bill, the student will complete the steps of counting back change, performing all 6 steps independently, on 3 consecutive register shifts, as measured by a task-analysis checklist collected weekly during register shifts.
- Timeframe
- By the annual IEP review date
- Condition
- At the school store or a cafe register, when the total is under $20 and the customer pays with a larger bill
- Behavior
- The student will complete the steps of counting back change
- Criteria
- Performing all 6 steps independently, on 3 consecutive register shifts
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during register shifts
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 3 consecutive register shifts
- Collection schedule:
- weekly during register shifts
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the school store or a cafe register, when the total is under $20 and the customer pays with a larger bill, the student will complete the steps of counting back change, performing all 6 steps independently, on 3 consecutive register shifts, as measured by a task-analysis checklist collected weekly during register shifts.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Says the total and the amount the customer gave | ||||||||
| 2. Places the customer's money on the drawer ledge, not in the drawer | ||||||||
| 3. Counts up from the total with coins to the next dollar | ||||||||
| 4. Counts up with bills to the amount given | ||||||||
| 5. Hands the change to the customer while counting it aloud | ||||||||
| 6. Puts the customer's money in the drawer and closes it | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.