Read large money amounts on bills and paychecks
When to use this goal
For high school students who read small prices but misread amounts in the hundreds or thousands with cents ($1,250.75), which they meet on paychecks, rent notices, bills and bank statements. Present levels in reading multi-digit numbers and money notation decide readiness.
- Baseline
- Include amounts with zeros ($1,005.50) and amounts that look alike ($1,520 and $1,250). Note whether errors are in the dollars, the cents or the comma.
- Tips
- Use sample documents with no real personal information. Ties directly to budgeting and bill-paying goals in the transition plan.
- Limits
- Reading the amount does not show the student knows what the document means or when it is due; those are separate functional reading goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-063.
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Goal
By the annual IEP review date, given 10 money amounts from $100.00 to $9,999.99 on sample paychecks, bills, rent notices or bank statements, the student will read each amount aloud in dollars and cents independently with at least 90% accuracy on money amounts, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% 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. Opportunity (trial) recording 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 Number Sense.
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 - Number Sense
- Baseline
- 35% accuracy.
- Annual goal356 characters
- By the annual IEP review date, given 10 money amounts from $100.00 to $9,999.99 on sample paychecks, bills, rent notices or bank statements, the student will read each amount aloud in dollars and cents independently with at least 90% accuracy on money amounts, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 money amounts from $100.00 to $9,999.99 on sample paychecks, bills, rent notices or bank statements
- Behavior
- The student will read each amount aloud in dollars and cents independently
- Criteria
- With at least 90% accuracy on money amounts, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 90% accuracy on money amounts
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 money amounts from $100.00 to $9,999.99 on sample paychecks, bills, rent notices or bank statements, the student will read each amount aloud in dollars and cents independently with at least 90% accuracy on money amounts, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
| 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.