Check an account balance at an ATM
When to use this goal
For students with a debit card who want to know how much money they have before spending, and who can use a keypad. Present levels in reading screens and money skills, not grade, decide fit.
- 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
- Teach PIN privacy as a step every time: cover the keypad and never say the PIN aloud. Withdrawals are in personal finance; this template stops at the balance. Pair with a spending decision so the number has a purpose.
- Limits
- Many students check balances in a banking app instead; choose the tool the student will use. Never use a real PIN in teaching.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-009.
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Goal
By the annual IEP review date, at their own bank's ATM on a community trip, with their card and the family's agreement, the student will insert the card, enter the PIN while covering the keypad, choose balance, read the amount and take back the card, performing all 7 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 7 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 7 steps independently.
- Annual goal408 characters
- By the annual IEP review date, at their own bank's ATM on a community trip, with their card and the family's agreement, the student will insert the card, enter the PIN while covering the keypad, choose balance, read the amount and take back the card, performing all 7 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
- At their own bank's ATM on a community trip, with their card and the family's agreement
- Behavior
- The student will insert the card, enter the PIN while covering the keypad, choose balance, read the amount and take back the card
- Criteria
- Performing all 7 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 all 7 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, at their own bank's ATM on a community trip, with their card and the family's agreement, the student will insert the card, enter the PIN while covering the keypad, choose balance, read the amount and take back the card, performing all 7 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. Look around before stepping up to the ATM | ||||||||
| 2. Insert or tap the card | ||||||||
| 3. Cover the keypad and enter the PIN privately | ||||||||
| 4. Choose balance inquiry | ||||||||
| 5. Read the balance on the screen or receipt | ||||||||
| 6. Choose no more transactions | ||||||||
| 7. Take the card and receipt and put them away | ||||||||
| 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 7).
- 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.