State how many minutes remain in the work period when asked
When to use this goal
For students who cannot say whether they have 2 minutes or 20 left, so they cannot pace themselves. Requires reading the clock or timer the class uses.
- Baseline
- Ask the student at several points in a work period how many minutes remain and record the answer and the actual time. If errors are large and random, teach clock reading first; if errors are consistently low, the student may be estimating without looking.
- Tips
- Each check is one scored item. Correct means within 2 minutes of the actual remaining time. Ask at varied points, not only at the start and end. Once accurate, link the answer to action: what should you be on by now?
- Limits
- Knowing the time remaining does not make a student pace work; see ef-tm-004 for pacing. Digital clocks and analog clocks give different results; use the one the classroom has.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-009.
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Goal
By the annual IEP review date, when asked during an independent work period with the end time posted and a clock visible, the student will state the number of minutes remaining within 2 minutes of the actual time independently with at least 85% accuracy on time-remaining checks, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 4 to 6 checks per probe.
Baseline: 30% 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. Opportunity (trial) recording 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 Time 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
- Executive Function - Time Management
- Baseline
- 30% accuracy.
- Annual goal410 characters
- By the annual IEP review date, when asked during an independent work period with the end time posted and a clock visible, the student will state the number of minutes remaining within 2 minutes of the actual time independently with at least 85% accuracy on time-remaining checks, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 4 to 6 checks per probe.
- Timeframe
- By the annual IEP review date
- Condition
- When asked during an independent work period with the end time posted and a clock visible
- Behavior
- The student will state the number of minutes remaining within 2 minutes of the actual time independently
- Criteria
- With at least 85% accuracy on time-remaining checks, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with 4 to 6 checks per probe
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 time-remaining checks
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly, with 4 to 6 checks per probe
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked during an independent work period with the end time posted and a clock visible, the student will state the number of minutes remaining within 2 minutes of the actual time independently with at least 85% accuracy on time-remaining checks, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with 4 to 6 checks per probe.
| 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.