Move money to savings in a bank app
When to use this goal
For young adults with a checking and a savings account who keep everything in checking. A transfer is the action behind most savings plans; present levels 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
- Pair with a savings goal so each transfer has a purpose. Automatic transfers are a fair choice once the student understands them.
- Limits
- Teaches a money skill; it does not recommend accounts, products, or financial choices, which belong to the student and 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-017.
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Goal
By the annual IEP review date, using a bank's demo app or practice screens on a tablet, given an amount to transfer, the student will transfer the planned amount from checking to savings and confirm both balances, performing all 7 steps independently, on 3 consecutive transfers, 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 goal347 characters
- By the annual IEP review date, using a bank's demo app or practice screens on a tablet, given an amount to transfer, the student will transfer the planned amount from checking to savings and confirm both balances, performing all 7 steps independently, on 3 consecutive transfers, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Using a bank's demo app or practice screens on a tablet, given an amount to transfer
- Behavior
- The student will transfer the planned amount from checking to savings and confirm both balances
- Criteria
- Performing all 7 steps independently, on 3 consecutive transfers
- 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 all 7 steps independently
- Mastery rule:
- on 3 consecutive transfers
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, using a bank's demo app or practice screens on a tablet, given an amount to transfer, the student will transfer the planned amount from checking to savings and confirm both balances, performing all 7 steps independently, on 3 consecutive transfers, 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. Opens the app and chooses transfer | ||||||||
| 2. Chooses the from account (checking) | ||||||||
| 3. Chooses the to account (savings) | ||||||||
| 4. Enters the planned amount | ||||||||
| 5. Chooses today or the planned date | ||||||||
| 6. Reviews and confirms the transfer | ||||||||
| 7. Checks the new balance in each account | ||||||||
| 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: 7 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.