Count calendar days until an event
When to use this goal
For students who find today's date on a calendar and ask many times how long until a trip, a birthday, or a break. Present levels in counting and in reading a monthly calendar decide fit; events within the same month come first.
- Baseline
- Use 10 questions across 2 sessions. Decide in advance whether today is counted (most real uses say "in 3 days" without counting today) and score the same way each time.
- Tips
- Use real events the student cares about. Weeks are a useful second unit for longer waits. A countdown calendar can reduce repeated questions, which is useful for the family too.
- Limits
- Does not measure planning for the event. Calendars that start on Monday instead of Sunday change the layout.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-032.
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Goal
By the annual IEP review date, given a monthly calendar with today circled and an event marked, with 10 questions, the student will count the days from today to the marked event and say or write the number independently with at least 80% accuracy on countdown questions, in 3 of 4 consecutive weekly 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 goal361 characters
- By the annual IEP review date, given a monthly calendar with today circled and an event marked, with 10 questions, the student will count the days from today to the marked event and say or write the number independently with at least 80% accuracy on countdown questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a monthly calendar with today circled and an event marked, with 10 questions
- Behavior
- The student will count the days from today to the marked event and say or write the number independently
- Criteria
- With at least 80% accuracy on countdown questions, 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 80% accuracy on countdown questions
- 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 a monthly calendar with today circled and an event marked, with 10 questions, the student will count the days from today to the marked event and say or write the number independently with at least 80% accuracy on countdown questions, 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.