Withdraw cash at an ATM
When to use this goal
For young adults with a debit card whose family wants them to take out their own cash. Needs reading screen prompts or using an ATM with audio; present levels and the family's card plan 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 the practice screen first so the baseline does not depend on a real account. 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
- Each step protects the card or the cash, so the target is every step. Plan the amount with the family before each trip.
- Limits
- Teaches a money skill; it does not recommend accounts, products, or financial choices, which belong to the student and family. Fees differ between ATMs; the family decides which ATMs the student uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-008.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at a bank or credit union ATM on a community trip, with the student's card and a family-approved amount, the student will take out the planned amount of cash and leave with the card, cash, and receipt, performing all 10 steps independently, on 3 consecutive ATM trips, as measured by a task-analysis checklist collected every two weeks on community trips.
Baseline: 3 of 10 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
- 3 of 10 steps independently.
- Annual goal386 characters
- By the annual IEP review date, at a bank or credit union ATM on a community trip, with the student's card and a family-approved amount, the student will take out the planned amount of cash and leave with the card, cash, and receipt, performing all 10 steps independently, on 3 consecutive ATM trips, as measured by a task-analysis checklist collected every two weeks on community trips.
- Timeframe
- By the annual IEP review date
- Condition
- At a bank or credit union ATM on a community trip, with the student's card and a family-approved amount
- Behavior
- The student will take out the planned amount of cash and leave with the card, cash, and receipt
- Criteria
- Performing all 10 steps independently, on 3 consecutive ATM trips
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks on community trips
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 10 steps independently
- Mastery rule:
- on 3 consecutive ATM trips
- Collection schedule:
- every two weeks on community trips
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a bank or credit union ATM on a community trip, with the student's card and a family-approved amount, the student will take out the planned amount of cash and leave with the card, cash, and receipt, performing all 10 steps independently, on 3 consecutive ATM trips, as measured by a task-analysis checklist collected every two weeks on community trips.
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. Chooses an ATM at a bank or in a well-lit public place | ||||||||
| 2. Checks the card slot for anything loose or odd and tells staff if so | ||||||||
| 3. Inserts or taps the card | ||||||||
| 4. Covers the keypad and enters the PIN | ||||||||
| 5. Chooses withdrawal from checking | ||||||||
| 6. Enters the planned amount | ||||||||
| 7. Takes the cash and puts it away right away | ||||||||
| 8. Takes the card | ||||||||
| 9. Takes the receipt or chooses no receipt | ||||||||
| 10. Leaves the ATM and checks the balance on the receipt or app later | ||||||||
| 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: 10 of 10).
- 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.