Cash a check with a bank teller
When to use this goal
For students who receive paper checks from a job or as gifts and need to turn them into cash at their own bank or credit union. Present levels in money skills and community access, not grade, decide fit; the family decides whether the student handles real checks.
- Baseline
- Observe the routine on at least 2 or 3 community trips (or a realistic classroom setup at first) before setting a target. Mark each step as independent, done with a named prompt (gesture, picture, verbal, model), or not done, and count only independent steps. Use practice cards and demo materials for teaching, never the student's real account numbers or PIN, and keep any real documents with the family.
- Tips
- Practice on sample checks marked as samples. Deposits at the counter are in personal finance; this template is for cashing. Teach counting cash at the window, not after leaving.
- Limits
- Banks have different rules for cashing checks; confirm with the student's bank. Does not cover what to do with the money; that is a budgeting goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-008.
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Goal
By the annual IEP review date, on a community trip to the student's bank or credit union, with a real check and the family's agreement, the student will endorse the check, give it and their ID to the teller, count the cash and put it away before leaving the window, performing at least 7 of 8 steps independently, on 3 of 4 consecutive practice or community trials, as measured by a task-analysis checklist collected every two weeks.
Baseline: 3 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 Community Services: Library, Post Office & Bank.
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
- Transition & Postsecondary Skills - Community Services: Library, Post Office & Bank
- Baseline
- 3 of 8 steps independently.
- Annual goal433 characters
- By the annual IEP review date, on a community trip to the student's bank or credit union, with a real check and the family's agreement, the student will endorse the check, give it and their ID to the teller, count the cash and put it away before leaving the window, performing at least 7 of 8 steps independently, on 3 of 4 consecutive practice or community trials, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- On a community trip to the student's bank or credit union, with a real check and the family's agreement
- Behavior
- The student will endorse the check, give it and their ID to the teller, count the cash and put it away before leaving the window
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 consecutive practice or community trials
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 at least 7 of 8 steps independently
- Mastery rule:
- on 3 of 4 consecutive practice or community trials
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a community trip to the student's bank or credit union, with a real check and the family's agreement, the student will endorse the check, give it and their ID to the teller, count the cash and put it away before leaving the window, performing at least 7 of 8 steps independently, on 3 of 4 consecutive practice or community trials, as measured by a task-analysis checklist collected every two weeks.
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. Wait in line and step up when the teller is free | ||||||||
| 2. Greet the teller and say they want to cash a check | ||||||||
| 3. Sign the back of the check in front of the teller | ||||||||
| 4. Hand over the check and their ID | ||||||||
| 5. Answer the teller's questions | ||||||||
| 6. Count the cash at the window | ||||||||
| 7. Put the cash and receipt away before leaving | ||||||||
| 8. Thank the teller | ||||||||
| 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: 7 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.