Find elapsed time and end times
When to use this goal
For students who read clocks but cannot answer "how long until lunch?" or "what time will we be done?". Present levels in telling time to the minute and in adding within 60 decide readiness. In grades 9-12 it fits older students working on foundational skills, framed as a daily living skill (how long until the bus, a shift, or a break).
- Baseline
- Include problems that cross an hour (2:45 to 3:20), which produce the main error of subtracting minutes as if there were 100 in an hour. Score the three problem types (find end time, find start time, find duration) separately.
- Tips
- The student's own schedule (when class ends, how long until the bus) gives real items. The number line method generalizes to any time and avoids the base-60 subtraction trap.
- Limits
- Does not cover problems that cross noon or midnight unless written into the condition. Worksheet problems may not transfer to real-time planning; pair with a schedule goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-004.
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Goal
By the annual IEP review date, given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours, the student will write the elapsed time or the end time for each problem independently with at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 Measurement, Time & Money.
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
- Math - Measurement, Time & Money
- Baseline
- 30% accuracy.
- Annual goal382 characters
- By the annual IEP review date, given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours, the student will write the elapsed time or the end time for each problem independently with at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours
- Behavior
- The student will write the elapsed time or the end time for each problem independently
- Criteria
- With at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 elapsed-time problems
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours, the student will write the elapsed time or the end time for each problem independently with at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.