Shield the PIN at a card reader
When to use this goal
For students who use a debit or prepaid card and enter the PIN in view of others, say it aloud, or hand the card to someone to enter it. Present levels and the family's card plan decide fit, not grade.
- Baseline
- Observe 6 card uses without prompts. Score correct only when the PIN is covered, never spoken, and the card stays with the student. Practice uses sample documents and practice or demo accounts only; the student's real PIN, passwords, and account numbers are never used or written down at school.
- Tips
- Card privacy is scored on every use, so the target is every purchase. Teach what to say if a stranger offers to help with the card: no thank you, then ask an employee.
- Limits
- Does not cover remembering the PIN; some students use a tap card instead, which the family can choose. Practice uses sample documents and practice or demo accounts only; the student's real PIN, passwords, and account numbers are never used or written down at school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-007.
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Goal
By the annual IEP review date, at each card purchase on community trips, at a store card reader or ATM, the student will cover the keypad with the other hand while entering the PIN and keep the card in their own hands independently in 6 of 6 opportunities, across 4 consecutive weeks, as measured by direct observation collected at each observed card purchase.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 6 opportunities.
- Annual goal360 characters
- By the annual IEP review date, at each card purchase on community trips, at a store card reader or ATM, the student will cover the keypad with the other hand while entering the PIN and keep the card in their own hands independently in 6 of 6 opportunities, across 4 consecutive weeks, as measured by direct observation collected at each observed card purchase.
- Timeframe
- By the annual IEP review date
- Condition
- At each card purchase on community trips, at a store card reader or ATM
- Behavior
- The student will cover the keypad with the other hand while entering the PIN and keep the card in their own hands independently
- Criteria
- In 6 of 6 opportunities, across 4 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- At each observed card purchase
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 6 of 6 opportunities
- Mastery rule:
- across 4 consecutive weeks
- Collection schedule:
- at each observed card purchase
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at each card purchase on community trips, at a store card reader or ATM, the student will cover the keypad with the other hand while entering the PIN and keep the card in their own hands independently in 6 of 6 opportunities, across 4 consecutive weeks, as measured by direct observation collected at each observed card purchase.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.