Lock a lost card and call the bank
When to use this goal
For students who carry their own card and would not know what to do if it went missing. Needs a bank app or the bank's number saved; present levels in phone use 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. 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
- Every step limits a loss, so the target is every step. Save the bank number in the phone with the family.
- Limits
- Bank apps differ; update the steps for the student's bank. A real loss is handled with the family. 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-009.
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Goal
By the annual IEP review date, during a practice scenario in which the student cannot find their card, with a demo bank app and the bank's number saved, the student will lock the card in the app, report it to the bank, and tell a trusted adult, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected monthly.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal379 characters
- By the annual IEP review date, during a practice scenario in which the student cannot find their card, with a demo bank app and the bank's number saved, the student will lock the card in the app, report it to the bank, and tell a trusted adult, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a practice scenario in which the student cannot find their card, with a demo bank app and the bank's number saved
- Behavior
- The student will lock the card in the app, report it to the bank, and tell a trusted adult
- Criteria
- Performing all 6 steps independently, on 3 consecutive practice scenarios
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly
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 6 steps independently
- Mastery rule:
- on 3 consecutive practice scenarios
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a practice scenario in which the student cannot find their card, with a demo bank app and the bank's number saved, the student will lock the card in the app, report it to the bank, and tell a trusted adult, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected monthly.
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. Checks the usual places (wallet, pockets, bag) once | ||||||||
| 2. Opens the bank app and turns on the card lock | ||||||||
| 3. Calls the number on the bank's website or app and says the card is lost | ||||||||
| 4. Answers the bank's questions without sharing the PIN | ||||||||
| 5. Tells a trusted adult or family member | ||||||||
| 6. Checks the app for purchases the student did not make | ||||||||
| 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 6).
- 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.