9-12Percent accuracy
Build a monthly budget from take-home pay
Budgeting from income
By the annual IEP review date, given a monthly take-home pay amount, a list of fixed and flexible expenses, a budget template, and a phone calculator, the student will fill in the budget so planned spending and saving equal the take-home pay independently with at least 90% accuracy on budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
6-8, 9-12Percent accuracy
Sort expenses into needs and wants
Budgeting from income
By the annual IEP review date, given 12 to 15 expense cards with prices (rent, groceries, phone bill, concert tickets, new shoes) and a needs and wants sorting mat, the student will sort each expense as a need or a want and give a reason for the hard ones independently with at least 85% accuracy on expenses sorted as needs or wants, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
9-12Percent accuracy
Rework a budget when costs change
Budgeting from income
By the annual IEP review date, given a balanced monthly budget and a change card (fewer work hours, a higher phone bill, a car repair), with a phone calculator, the student will change the flexible budget lines so the budget balances again independently with at least 85% accuracy on adjusted budget lines and totals, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
9-12Task-analysis steps
Divide cash into envelopes by budget category
Cash envelope budgeting
By the annual IEP review date, on payday, given the week's cash (practice bills at school or real cash at home with family), labeled envelopes, and the weekly budget, the student will split the cash into the envelopes so each one matches the budget, performing at least 6 of 7 steps independently, on 3 consecutive paydays, as measured by a task-analysis checklist collected weekly on payday.
9-12Opportunities
Log each purchase in a spending app
Tracking spending
By the annual IEP review date, after each purchase the student makes during community trips and at work, with a spending log app or notes page on the phone, the student will record the amount, place, and budget category of the purchase the same day independently in at least 9 of 10 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, by checking the log against receipts.
9-12Percent accuracy
Find what is left in each budget category
Tracking spending
By the annual IEP review date, at the end of each week, given the monthly budget, the student's spending log, and a phone calculator, the student will subtract the spending from each budget category and record the amount left independently with at least 90% accuracy on budget category balances, in 3 of 4 consecutive weekly reviews, as measured by work-sample analysis collected weekly.
9-12, 6-8Opportunities
Shield the PIN at a card reader
Debit card and PIN safety
By the annual IEP review date, at each card purchase on community trips, at a store card reader or ATM, the student will cover the keypad with the other hand while entering the PIN and keep the card in their own hands independently in 6 of 6 opportunities, across 4 consecutive weeks, as measured by direct observation collected at each observed card purchase.
9-12Task-analysis steps
Withdraw cash at an ATM
Debit card and PIN safety
By the annual IEP review date, at a bank or credit union ATM on a community trip, with the student's card and a family-approved amount, the student will take out the planned amount of cash and leave with the card, cash, and receipt, performing all 10 steps independently, on 3 consecutive ATM trips, as measured by a task-analysis checklist collected every two weeks on community trips.
9-12Task-analysis steps
Lock a lost card and call the bank
Debit card and PIN safety
By the annual IEP review date, during a practice scenario in which the student cannot find their card, with a demo bank app and the bank's number saved, the student will lock the card in the app, report it to the bank, and tell a trusted adult, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected monthly.
6-8, 9-12Percent accuracy
Answer debit and credit card questions
Credit and debit basics
By the annual IEP review date, given 10 short scenarios read aloud or in print about paying with debit, credit, prepaid, or cash, the student will answer where the money comes from and what is owed in each scenario independently with at least 80% accuracy on card scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
9-12Task-analysis steps
Deposit a check with a banking app
Banking apps
By the annual IEP review date, given a sample check and a bank's demo app or practice screens on a tablet, the student will deposit the check through the app and confirm it was received, performing at least 8 of 9 steps independently, on 3 consecutive deposits, as measured by a task-analysis checklist collected every two weeks.
9-12Opportunities
Check the balance before a planned purchase
Bank account basics
By the annual IEP review date, before each planned purchase over a set amount (such as 20 dollars) on community trips, with the bank app on the student's phone, the student will check the available balance and decide whether the purchase fits before buying independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each planned purchase.