Find what is left in each budget category
When to use this goal
For students who keep a spending log but do not compare it with the budget, so they overspend in the last week of the month. Present levels in subtraction with a calculator decide fit, not grade.
- Baseline
- Give 2 or 3 short probes with real-looking documents at the student's reading level, allowing the calculator the student will use as an adult. Score each item right or wrong and note the error type (reading the document, choosing the operation, or calculation).
- Tips
- End each review with one decision the student makes for the coming week. Use the student's own log when they have one.
- Limits
- Accuracy depends on a complete log. Does not measure changing spending afterward.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-006.
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Goal
By the annual IEP review date, at the end of each week, given the monthly budget, the student's spending log, and a phone calculator, the student will subtract the spending from each budget category and record the amount left independently with at least 90% accuracy on budget category balances, in 3 of 4 consecutive weekly reviews, as measured by work-sample analysis collected weekly.
Baseline: 50% 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 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
- 50% accuracy.
- Annual goal387 characters
- By the annual IEP review date, at the end of each week, given the monthly budget, the student's spending log, and a phone calculator, the student will subtract the spending from each budget category and record the amount left independently with at least 90% accuracy on budget category balances, in 3 of 4 consecutive weekly reviews, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of each week, given the monthly budget, the student's spending log, and a phone calculator
- Behavior
- The student will subtract the spending from each budget category and record the amount left independently
- Criteria
- With at least 90% accuracy on budget category balances, in 3 of 4 consecutive weekly reviews
- Evaluation method
- Work-sample analysis
- 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 budget category balances
- Mastery rule:
- in 3 of 4 consecutive weekly reviews
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, at the end of each week, given the monthly budget, the student's spending log, and a phone calculator, the student will subtract the spending from each budget category and record the amount left independently with at least 90% accuracy on budget category balances, in 3 of 4 consecutive weekly reviews, as measured by work-sample analysis 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.