Check the schedule instead of asking when an activity will happen
When to use this goal
For students whose present levels show repeated questions (when is lunch, is it time yet) many times an hour. For students who can read a picture or written schedule.
- Baseline
- Tally schedule questions during the same block for five days with the schedule posted. Note whether questions cluster before preferred activities. Confirm the student can read the schedule and find the current activity on it.
- Tips
- Count each question about when something will happen. Questions answered by looking at the schedule count; questions about unexpected changes do not. Teach the response check your schedule, point to the schedule, and record whether the student then checks it.
- Limits
- A drop in questions can mean anxiety went underground rather than away; watch for other signs. Posted schedules must be accurate or checking them will not help.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-tm-017.
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Goal
By the annual IEP review date, during a 60-minute instructional block with the daily schedule posted, the student will reduce asking an adult when a scheduled activity will happen to no more than 2 times per 60-minute instructional block, while using a posted daily schedule, on 4 of 5 consecutive observed blocks, as measured by frequency recording collected daily on one selected block.
Baseline: 8 times per 60-minute instructional block.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 8 times per 60-minute instructional block.
- Annual goal388 characters
- By the annual IEP review date, during a 60-minute instructional block with the daily schedule posted, the student will reduce asking an adult when a scheduled activity will happen to no more than 2 times per 60-minute instructional block, while using a posted daily schedule, on 4 of 5 consecutive observed blocks, as measured by frequency recording collected daily on one selected block.
- Timeframe
- By the annual IEP review date
- Condition
- During a 60-minute instructional block with the daily schedule posted
- Behavior
- The student will reduce asking an adult when a scheduled activity will happen, while using a posted daily schedule
- Criteria
- No more than 2 times per 60-minute instructional block, on 4 of 5 consecutive observed blocks
- Evaluation method
- Frequency recording
- Schedule
- Daily on one selected block
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 times per 60-minute instructional block
- Mastery rule:
- on 4 of 5 consecutive observed blocks
- Collection schedule:
- daily on one selected block
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 60-minute instructional block with the daily schedule posted, the student will reduce asking an adult when a scheduled activity will happen to no more than 2 times per 60-minute instructional block, while using a posted daily schedule, on 4 of 5 consecutive observed blocks, as measured by frequency recording collected daily on one selected block.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 60-minute instructional block.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.