Pay a bill online before it is due
When to use this goal
For young adults who will pay their own phone, utility, or streaming bill and today leave it to the family. Needs a practice or supervised account; 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
- Teach opening the site from a saved link as a scam safety habit. Autopay is a fair choice the family can make once the student understands it.
- 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-021.
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Goal
By the annual IEP review date, given a sample bill and a practice payment site set up by staff, the student will pay the amount due by the due date and save the confirmation number, performing at least 8 of 9 steps independently, on 3 consecutive monthly payments, as measured by a task-analysis checklist collected monthly, with practice payments every two weeks.
Baseline: 2 of 9 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 9 steps independently.
- Annual goal364 characters
- By the annual IEP review date, given a sample bill and a practice payment site set up by staff, the student will pay the amount due by the due date and save the confirmation number, performing at least 8 of 9 steps independently, on 3 consecutive monthly payments, as measured by a task-analysis checklist collected monthly, with practice payments every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sample bill and a practice payment site set up by staff
- Behavior
- The student will pay the amount due by the due date and save the confirmation number
- Criteria
- Performing at least 8 of 9 steps independently, on 3 consecutive monthly payments
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly, with practice payments 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 8 of 9 steps independently
- Mastery rule:
- on 3 consecutive monthly payments
- Collection schedule:
- monthly, with practice payments every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a sample bill and a practice payment site set up by staff, the student will pay the amount due by the due date and save the confirmation number, performing at least 8 of 9 steps independently, on 3 consecutive monthly payments, as measured by a task-analysis checklist collected monthly, with practice payments 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. Finds the amount due and the due date on the bill | ||||||||
| 2. Checks that the account balance covers the amount | ||||||||
| 3. Opens the company's official site or app from a saved link, not from a text message | ||||||||
| 4. Signs in to the practice or family-approved account | ||||||||
| 5. Enters the amount due | ||||||||
| 6. Chooses the payment method on file | ||||||||
| 7. Reviews and submits the payment before the due date | ||||||||
| 8. Writes down or screenshots the confirmation number | ||||||||
| 9. Marks the bill as paid on the bill calendar | ||||||||
| 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: 8 of 9).
- 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.