Count a cash drawer for a shift
When to use this goal
For students working a school store, cafe or job register who need to count the drawer and compare it to the starting amount or the sales report. Present levels in counting bills and coins to $100 decide readiness.
- Baseline
- A count is correct when the total matches an adult's count. Record which denomination causes errors.
- Tips
- Coordinate with the store supervisor. Counting by denomination is how most businesses do it.
- Limits
- Money handling follows the site's rules, and a staff member verifies every count.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-073.
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Goal
By the annual IEP review date, at the start or end of a school store or cafe shift, given the cash drawer and a count sheet, the student will count each bill and coin type, write the subtotals on the count sheet, and total the drawer independently with 100% accuracy on drawer counts, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift.
Baseline: 30% 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
- 30% accuracy.
- Annual goal370 characters
- By the annual IEP review date, at the start or end of a school store or cafe shift, given the cash drawer and a count sheet, the student will count each bill and coin type, write the subtotals on the count sheet, and total the drawer independently with 100% accuracy on drawer counts, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- At the start or end of a school store or cafe shift, given the cash drawer and a count sheet
- Behavior
- The student will count each bill and coin type, write the subtotals on the count sheet, and total the drawer independently
- Criteria
- With 100% accuracy on drawer counts, on 3 consecutive shifts
- Evaluation method
- Work-sample analysis
- Schedule
- At each shift
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 100% accuracy on drawer counts
- Mastery rule:
- on 3 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, at the start or end of a school store or cafe shift, given the cash drawer and a count sheet, the student will count each bill and coin type, write the subtotals on the count sheet, and total the drawer independently with 100% accuracy on drawer counts, on 3 consecutive shifts, as measured by work-sample analysis collected at each shift.
| 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.