Find paid leave balances on a pay stub
When to use this goal
For students with a job or paid placement whose stubs show sick leave or paid time off balances they never read, and who already find hours and pay on a stub. Present levels in reading tables, not grade, decide fit.
- Baseline
- Use a sample stub that matches the layout of the student's employer if possible. Record which leave lines the student finds and whether they confuse hours used with hours left.
- Tips
- Pair with the time-off request template (tn-ef-010) so the student checks the balance before asking. Use the student's own stub only with family agreement and keep it in a private folder.
- Limits
- Not every employer gives paid leave or shows it on the stub; check before choosing this goal. Gross pay, deductions and net pay are covered by personal finance templates.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-005.
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Goal
By the annual IEP review date, given a sample pay stub with leave balances and 6 questions about time off, the student will find the sick leave and paid time off balances and say how many hours they could take off independently with at least 83% accuracy on leave balance questions, on 3 of 4 consecutive pay periods, as measured by work-sample analysis collected each pay period.
Baseline: 33% 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 Employment Foundations.
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 - Employment Foundations
- Baseline
- 33% accuracy.
- Annual goal380 characters
- By the annual IEP review date, given a sample pay stub with leave balances and 6 questions about time off, the student will find the sick leave and paid time off balances and say how many hours they could take off independently with at least 83% accuracy on leave balance questions, on 3 of 4 consecutive pay periods, as measured by work-sample analysis collected each pay period.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sample pay stub with leave balances and 6 questions about time off
- Behavior
- The student will find the sick leave and paid time off balances and say how many hours they could take off independently
- Criteria
- With at least 83% accuracy on leave balance questions, on 3 of 4 consecutive pay periods
- Evaluation method
- Work-sample analysis
- Schedule
- Each pay period
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 83% accuracy on leave balance questions
- Mastery rule:
- on 3 of 4 consecutive pay periods
- Collection schedule:
- each pay period
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a sample pay stub with leave balances and 6 questions about time off, the student will find the sick leave and paid time off balances and say how many hours they could take off independently with at least 83% accuracy on leave balance questions, on 3 of 4 consecutive pay periods, as measured by work-sample analysis collected each pay period.
| 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.