Check a pay stub against hours worked
When to use this goal
For students who work and accept any paycheck without checking it. Needs the student's own record of hours and multiplying hours by wage with a calculator; present levels decide fit, not grade.
- Baseline
- Give 2 or 3 short probes with real-looking documents at the student's reading level, allowing the calculator the student will use as an adult. Score each item right or wrong and note the error type (reading the document, choosing the operation, or calculation). Mix stubs that are correct with stubs that have one hours or pay error.
- Tips
- End with the next step: who to ask at work about an error. A self-advocacy goal can cover reporting it.
- Limits
- Overtime, tips, and shift differentials make the math harder; add them only when the student's job has them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-019.
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Goal
By the annual IEP review date, given the student's hours log, hourly wage, and a sample pay stub with or without an error, and a phone calculator, the student will compare hours and gross pay on the stub with the hours log and say whether the stub is correct independently with at least 85% accuracy on pay stub checks, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 40% accuracy.
- Annual goal421 characters
- By the annual IEP review date, given the student's hours log, hourly wage, and a sample pay stub with or without an error, and a phone calculator, the student will compare hours and gross pay on the stub with the hours log and say whether the stub is correct independently with at least 85% accuracy on pay stub checks, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's hours log, hourly wage, and a sample pay stub with or without an error, and a phone calculator
- Behavior
- The student will compare hours and gross pay on the stub with the hours log and say whether the stub is correct independently
- Criteria
- With at least 85% accuracy on pay stub checks, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on pay stub checks
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given the student's hours log, hourly wage, and a sample pay stub with or without an error, and a phone calculator, the student will compare hours and gross pay on the stub with the hours log and say whether the stub is correct independently with at least 85% accuracy on pay stub checks, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.