Order events from own life on a timeline
When to use this goal
For early elementary students who cannot yet put real events in time order, which comes before working with historical timelines. Present levels in sequencing three daily routine pictures show readiness.
- Baseline
- Probe with four sets: two from the student's life and two from the school year. Score each set as fully correct or not, and note the number of photos in place to show partial progress.
- Tips
- Ask families for photos only if they want to share them; school-year photos work just as well. Keep the strip direction left to right to match later timelines.
- Limits
- Personal timelines depend on what the student remembers. The goal is about order, not about dates or time intervals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-ss-005.
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Goal
By the annual IEP review date, given 4 photos of events from the student's own life (such as being a baby, starting school, a birthday) and a timeline strip, the student will put the photos in order on the timeline from first to most recent independently with at least 75% accuracy on timeline sequences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 25% 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 Social Studies Skills.
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
- Science, Social Studies & Digital Literacy - Social Studies Skills
- Baseline
- 25% accuracy.
- Annual goal395 characters
- By the annual IEP review date, given 4 photos of events from the student's own life (such as being a baby, starting school, a birthday) and a timeline strip, the student will put the photos in order on the timeline from first to most recent independently with at least 75% accuracy on timeline sequences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 4 photos of events from the student's own life (such as being a baby, starting school, a birthday) and a timeline strip
- Behavior
- The student will put the photos in order on the timeline from first to most recent independently
- Criteria
- With at least 75% accuracy on timeline sequences, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 75% accuracy on timeline sequences
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 4 photos of events from the student's own life (such as being a baby, starting school, a birthday) and a timeline strip, the student will put the photos in order on the timeline from first to most recent independently with at least 75% accuracy on timeline sequences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.