Plan spending money for a community outing
When to use this goal
For middle school students who go on outings with spending money and run out before the end or come home with none of what they wanted. Present levels in adding with a calculator 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 each planned cost and the total, then check the plan against what was spent on the outing.
- Tips
- Let the student choose what matters most on the outing. Compare plan and real spending afterward.
- Limits
- Prices on the day can differ from the plan; teach a small extra for surprises.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pf-036.
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Goal
By the annual IEP review date, before a class outing, given the spending money amount and price lists for the outing (bus fare, food, an activity), the student will choose items for each part of the outing whose total fits the money independently with at least 85% accuracy on outing plan items and totals, in 3 of 4 consecutive outing plans, as measured by work-sample analysis collected before each outing, at least every two weeks.
Baseline: 45% 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
- 45% accuracy.
- Annual goal434 characters
- By the annual IEP review date, before a class outing, given the spending money amount and price lists for the outing (bus fare, food, an activity), the student will choose items for each part of the outing whose total fits the money independently with at least 85% accuracy on outing plan items and totals, in 3 of 4 consecutive outing plans, as measured by work-sample analysis collected before each outing, at least every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Before a class outing, given the spending money amount and price lists for the outing (bus fare, food, an activity)
- Behavior
- The student will choose items for each part of the outing whose total fits the money independently
- Criteria
- With at least 85% accuracy on outing plan items and totals, in 3 of 4 consecutive outing plans
- Evaluation method
- Work-sample analysis
- Schedule
- Before each outing, at least 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 outing plan items and totals
- Mastery rule:
- in 3 of 4 consecutive outing plans
- Collection schedule:
- before each outing, at least every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, before a class outing, given the spending money amount and price lists for the outing (bus fare, food, an activity), the student will choose items for each part of the outing whose total fits the money independently with at least 85% accuracy on outing plan items and totals, in 3 of 4 consecutive outing plans, as measured by work-sample analysis collected before each outing, at least 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.