Find the full cost of buying on credit
When to use this goal
For students who are seeing buy-now-pay-later offers, store cards, or credit card ads and think only about the monthly payment. Needs multiplying and adding 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). Score the total paid and the extra cost as separate items.
- Tips
- Include an offer with no extra cost and one with a late fee so the student sees both. Keep the lesson about reading offers, not about whether to use credit.
- Limits
- Teaches a money skill; it does not recommend accounts, products, or financial choices, which belong to the student and family. Interest that compounds is simplified here; real card statements show it month by month.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-034.
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Goal
By the annual IEP review date, given 6 sample offers that list a price, a number of payments, a payment amount, and any fees, the student will find the total paid for each offer and how much more it is than the cash price independently with at least 80% accuracy on credit cost problems, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% 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
- 35% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given 6 sample offers that list a price, a number of payments, a payment amount, and any fees, the student will find the total paid for each offer and how much more it is than the cash price independently with at least 80% accuracy on credit cost problems, 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 6 sample offers that list a price, a number of payments, a payment amount, and any fees
- Behavior
- The student will find the total paid for each offer and how much more it is than the cash price independently
- Criteria
- With at least 80% accuracy on credit cost problems, 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 80% accuracy on credit cost problems
- 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 6 sample offers that list a price, a number of payments, a payment amount, and any fees, the student will find the total paid for each offer and how much more it is than the cash price independently with at least 80% accuracy on credit cost problems, 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.