Spot changes on this month's bill
When to use this goal
For students who can read the amount due but would not notice a price jump, a new fee, or a charge for a service they did not order. Present levels in comparing numbers 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). Plant 2 or 3 changes per pair, and include one pair with no change.
- Tips
- Finish each probe with a next step: ask a family member, or call the company with a script.
- Limits
- Real bills vary widely in layout. Does not measure calling to dispute a charge.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given this month's and last month's sample bills for the same service (phone, internet, streaming), the student will compare the two bills and name each line that changed and by how much independently with at least 85% accuracy on bill changes found, 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 goal383 characters
- By the annual IEP review date, given this month's and last month's sample bills for the same service (phone, internet, streaming), the student will compare the two bills and name each line that changed and by how much independently with at least 85% accuracy on bill changes found, 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 this month's and last month's sample bills for the same service (phone, internet, streaming)
- Behavior
- The student will compare the two bills and name each line that changed and by how much independently
- Criteria
- With at least 85% accuracy on bill changes found, 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 bill changes found
- 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 this month's and last month's sample bills for the same service (phone, internet, streaming), the student will compare the two bills and name each line that changed and by how much independently with at least 85% accuracy on bill changes found, 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.