Pay with a debit card at a reader
When to use this goal
For high school students who are getting or using a debit card and need to complete a card purchase, check the amount and keep the receipt. Present levels in reading money amounts decide readiness. Practice with a training card or a family-approved card in a supervised outing.
- Baseline
- Observe in the simulation first, then in the community. Record the steps where the student waits for help.
- Tips
- Coordinate with the family about card use. Pair with tracking card spending (ma-mtm-074).
- Limits
- Staff never ask for or record the student's PIN. Card security and banking are taught with family consent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-059.
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Goal
By the annual IEP review date, at a store register with a card reader, during a supervised community outing, the student will complete the steps of a debit card purchase, performing all 8 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each community outing.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal313 characters
- By the annual IEP review date, at a store register with a card reader, during a supervised community outing, the student will complete the steps of a debit card purchase, performing all 8 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each community outing.
- Timeframe
- By the annual IEP review date
- Condition
- At a store register with a card reader, during a supervised community outing
- Behavior
- The student will complete the steps of a debit card purchase
- Criteria
- Performing all 8 steps independently, on 3 consecutive purchases
- Evaluation method
- A task-analysis checklist
- Schedule
- At each community outing
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 8 steps independently
- Mastery rule:
- on 3 consecutive purchases
- Collection schedule:
- at each community outing
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a store register with a card reader, during a supervised community outing, the student will complete the steps of a debit card purchase, performing all 8 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each community outing.
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. Checks the total on the screen against the expected amount | ||||||||
| 2. Taps, inserts or swipes the card as the reader shows | ||||||||
| 3. Chooses debit if asked | ||||||||
| 4. Enters the PIN while covering the keypad, or signs if asked | ||||||||
| 5. Answers the cash-back and tip questions with no unless planned | ||||||||
| 6. Waits for the approved message and takes the card back | ||||||||
| 7. Takes the receipt and checks the amount | ||||||||
| 8. Puts the card and receipt away | ||||||||
| 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: 8 of 8).
- 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.