Divide cash into envelopes by budget category
When to use this goal
For young adults who are paid in cash or who manage money better when they can see it, and whose family or support team uses cash envelopes. Present levels in counting bills decide fit, not grade.
- Baseline
- Run the routine at least 3 times with the same materials before setting a target. Mark each step independent, prompted (note the prompt), or not done, and count only independent steps. Use practice bills at school and record which bill sizes the student was given; breaking a large bill is a separate skill.
- Tips
- Plan where envelopes are kept with the family. Pair with a goal for spending from the right envelope at the store.
- Limits
- Teaches a money skill; it does not recommend accounts, products, or financial choices, which belong to the student and family. Cash can be lost or taken; the team and family decide how much cash the student handles.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-004.
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Goal
By the annual IEP review date, on payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget, the student will split the cash into the envelopes so each one matches the budget, performing at least 6 of 7 steps independently, on 3 consecutive paydays, as measured by a task-analysis checklist collected weekly on payday.
Baseline: 2 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 Personal Finance & Money Management.
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 - Personal Finance & Money Management
- Baseline
- 2 of 7 steps independently.
- Annual goal392 characters
- By the annual IEP review date, on payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget, the student will split the cash into the envelopes so each one matches the budget, performing at least 6 of 7 steps independently, on 3 consecutive paydays, as measured by a task-analysis checklist collected weekly on payday.
- Timeframe
- By the annual IEP review date
- Condition
- On payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget
- Behavior
- The student will split the cash into the envelopes so each one matches the budget
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive paydays
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly on payday
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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive paydays
- Collection schedule:
- weekly on payday
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget, the student will split the cash into the envelopes so each one matches the budget, performing at least 6 of 7 steps independently, on 3 consecutive paydays, as measured by a task-analysis checklist collected weekly on payday.
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. Counts the total cash and checks it against the pay amount | ||||||||
| 2. Reads the amount for the first envelope on the budget | ||||||||
| 3. Counts that amount into the envelope | ||||||||
| 4. Repeats for each envelope on the budget | ||||||||
| 5. Puts any money left over in the savings envelope | ||||||||
| 6. Checks that the envelopes add up to the total | ||||||||
| 7. Stores the envelopes in their safe place | ||||||||
| 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: 6 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.