Work out when to leave for appointments
When to use this goal
For older students who know when they need to be somewhere but leave too late. Present levels in reading clock times and counting back in minutes decide fit; an elapsed-time tool or phone clock is fine.
- Baseline
- Score 10 problems. Note whether errors happen when counting back across the hour; that is the usual break point.
- Tips
- Teach adding buffer time (ten minutes early). Map apps calculate travel time; teach where to find it. Setting the alarm is what turns this into arriving on time.
- Limits
- Correct answers in class do not ensure leaving on time; pair with a routine goal if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-066.
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Goal
By the annual IEP review date, given 10 cards with an arrival time and a travel time, and a phone clock or elapsed-time ruler, the student will count back the travel time from the arrival time and state the time to leave independently with at least 85% accuracy on leave-time problems, 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 goal376 characters
- By the annual IEP review date, given 10 cards with an arrival time and a travel time, and a phone clock or elapsed-time ruler, the student will count back the travel time from the arrival time and state the time to leave independently with at least 85% accuracy on leave-time problems, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 cards with an arrival time and a travel time, and a phone clock or elapsed-time ruler
- Behavior
- The student will count back the travel time from the arrival time and state the time to leave independently
- Criteria
- With at least 85% accuracy on leave-time problems, 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 85% accuracy on leave-time problems
- 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 10 cards with an arrival time and a travel time, and a phone clock or elapsed-time ruler, the student will count back the travel time from the arrival time and state the time to leave independently with at least 85% accuracy on leave-time problems, 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.