Pay at a register with the next-dollar strategy
When to use this goal
For older students who use the next-dollar strategy in class but freeze at a real register when the total is spoken or shown on a screen. Present levels in the next-dollar strategy with dollar bills (ma-mtm-016) decide readiness.
- Baseline
- Observe in the community; class performance often overstates real-register skill. Record the time taken at the register.
- Tips
- Using $5 bills for totals over $5 is a later objective. Whole-dollar totals need no extra dollar; teach that rule.
- Limits
- Paying more than needed means more change to manage; that is the trade-off of the strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-060.
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Goal
By the annual IEP review date, at a store, cafe or school store register with a total under $20, during a supervised outing, the student will complete the steps of paying with the next-dollar strategy, performing all 6 steps independently, on 3 consecutive purchases, as measured by a task-analysis checklist collected at each community outing.
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 goal344 characters
- By the annual IEP review date, at a store, cafe or school store register with a total under $20, during a supervised outing, the student will complete the steps of paying with the next-dollar strategy, performing all 6 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, cafe or school store register with a total under $20, during a supervised outing
- Behavior
- The student will complete the steps of paying with the next-dollar strategy
- Criteria
- Performing all 6 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 6 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, cafe or school store register with a total under $20, during a supervised outing, the student will complete the steps of paying with the next-dollar strategy, performing all 6 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. Listens to or reads the total | ||||||||
| 2. Says or finds the dollar number in the total | ||||||||
| 3. Counts out that many dollars plus one more | ||||||||
| 4. Hands the money to the cashier | ||||||||
| 5. Waits for the change and receipt | ||||||||
| 6. Puts away the change, receipt and purchase | ||||||||
| 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.