Answer questions from a weekly schedule or calendar
When to use this goal
For students who follow a daily picture schedule but cannot use a weekly schedule, class timetable, or wall calendar to find when something happens. Present levels in reading days, times, and simple words decide the schedule format.
- Baseline
- Probe with the student's own schedule and a less familiar one; a memorized schedule gives inflated scores. Note whether errors come from the wrong row (day) or wrong column (time), which points to the tracking strategy to teach.
- Tips
- Vary the questions so the student reads rather than recites. Grid schedules (days across, times down) are a common format at work and school; teach the two-step find (day, then time). The math area covers telling time; this template uses it.
- Limits
- Answering questions is not the same as using the schedule to get somewhere; use fn-rt-006 for that. Digital calendars add navigation steps not covered here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-005.
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Goal
By the annual IEP review date, given the student's weekly class schedule and 10 questions (what class is at 10:00 on Tuesday, when is PE), the student will answer the questions by finding the information on the schedule or calendar independently with at least 85% accuracy on schedule questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
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. 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 30% accuracy.
- Annual goal374 characters
- By the annual IEP review date, given the student's weekly class schedule and 10 questions (what class is at 10:00 on Tuesday, when is PE), the student will answer the questions by finding the information on the schedule or calendar independently with at least 85% accuracy on schedule questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given the student's weekly class schedule and 10 questions (what class is at 10:00 on Tuesday, when is PE)
- Behavior
- The student will answer the questions by finding the information on the schedule or calendar independently
- Criteria
- With at least 85% accuracy on schedule questions, on 3 consecutive 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 85% accuracy on schedule questions
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given the student's weekly class schedule and 10 questions (what class is at 10:00 on Tuesday, when is PE), the student will answer the questions by finding the information on the schedule or calendar independently with at least 85% accuracy on schedule questions, on 3 consecutive 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.