Make a deposit at the bank counter
When to use this goal
For young adults who are paid in cash or checks, or who will use a bank branch, and today hand everything to a family member. Present levels in speaking with a teller or using a written note 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
- Some banks no longer use slips; ask the teller what they need and adjust the steps. A written note can replace speaking.
- Limits
- Real deposits happen only with the family's agreement and the student's own account.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-014.
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Goal
By the annual IEP review date, on a community trip to the student's bank or credit union, with cash or a check and a family-approved plan, the student will fill out the deposit slip, hand it to the teller with the money, and check the receipt, performing at least 6 of 7 steps independently, on 3 consecutive deposits, as measured by a task-analysis checklist collected every two weeks.
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 goal386 characters
- By the annual IEP review date, on a community trip to the student's bank or credit union, with cash or a check and a family-approved plan, the student will fill out the deposit slip, hand it to the teller with the money, and check the receipt, performing at least 6 of 7 steps independently, on 3 consecutive deposits, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- On a community trip to the student's bank or credit union, with cash or a check and a family-approved plan
- Behavior
- The student will fill out the deposit slip, hand it to the teller with the money, and check the receipt
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive deposits
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 deposits
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on a community trip to the student's bank or credit union, with cash or a check and a family-approved plan, the student will fill out the deposit slip, hand it to the teller with the money, and check the receipt, performing at least 6 of 7 steps independently, on 3 consecutive deposits, as measured by a task-analysis checklist collected every two weeks.
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. Fills in the date and name on the deposit slip | ||||||||
| 2. Writes the cash and check amounts and the total | ||||||||
| 3. Waits in line and goes to the open teller | ||||||||
| 4. States the deposit and hands over the slip, money, and card or ID | ||||||||
| 5. Answers the teller's questions | ||||||||
| 6. Checks that the receipt shows the right amount | ||||||||
| 7. Puts the receipt away before leaving the counter | ||||||||
| 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.