Find times on a bell schedule or bus timetable
When to use this goal
For students who can read digital times but cannot find them in a table with rows and columns, such as the school's bell schedule or a bus timetable. Base the choice on present levels in time reading and table tracking; for planning a trip with a transit schedule, see the community-safety templates.
- Baseline
- Probe with the real bell schedule and one unfamiliar table. Note whether errors are row slips (right column, wrong line), which the ruler strategy fixes, or heading errors, which need teaching about how tables are organized.
- Tips
- Bell schedules change on assembly and early-release days, which gives real reasons to read the table rather than memorize it. The math area covers reading clocks; this template applies time reading to tables.
- Limits
- Finding a time is not the same as acting on it; arriving on time is fn-tr-005. Transit timetables with footnotes and route variations are harder than school schedules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-012.
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Goal
By the annual IEP review date, given the school bell schedule and 8 questions (when does period 3 start, what time is lunch), the student will find the time asked for in the schedule table and state it independently with at least 85% accuracy on schedule table 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 goal350 characters
- By the annual IEP review date, given the school bell schedule and 8 questions (when does period 3 start, what time is lunch), the student will find the time asked for in the schedule table and state it independently with at least 85% accuracy on schedule table questions, on 3 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given the school bell schedule and 8 questions (when does period 3 start, what time is lunch)
- Behavior
- The student will find the time asked for in the schedule table and state it independently
- Criteria
- With at least 85% accuracy on schedule table 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 table 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 school bell schedule and 8 questions (when does period 3 start, what time is lunch), the student will find the time asked for in the schedule table and state it independently with at least 85% accuracy on schedule table 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.