Find paydays and due dates on a calendar
When to use this goal
For high school students starting jobs or managing money who need to plan around paydays (every two weeks) and due dates. Present levels in reading a calendar and counting days decide readiness.
- Baseline
- Record counting 14 days from the wrong start and errors across a month end.
- Tips
- Use the student's real job schedule when there is one. Phone calendars with repeat events are a practical tool.
- Limits
- Covers dates, not amounts; pair with budgeting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-062.
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Goal
By the annual IEP review date, given a two-month calendar, a first payday and a pay schedule (weekly or every two weeks), the student will mark every payday on the calendar and answer questions about how many paydays fall in each month independently with at least 85% accuracy on calendar questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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 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
- 25% accuracy.
- Annual goal392 characters
- By the annual IEP review date, given a two-month calendar, a first payday and a pay schedule (weekly or every two weeks), the student will mark every payday on the calendar and answer questions about how many paydays fall in each month independently with at least 85% accuracy on calendar questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a two-month calendar, a first payday and a pay schedule (weekly or every two weeks)
- Behavior
- The student will mark every payday on the calendar and answer questions about how many paydays fall in each month independently
- Criteria
- With at least 85% accuracy on calendar questions, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 85% accuracy on calendar questions
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a two-month calendar, a first payday and a pay schedule (weekly or every two weeks), the student will mark every payday on the calendar and answer questions about how many paydays fall in each month independently with at least 85% accuracy on calendar questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.