Use a schedule to find start times and time remaining
When to use this goal
For older students who need to read class, bus, work and TV schedules and act on them. Present levels in reading digital times and in elapsed time decide the support.
- Baseline
- Score locating questions separately from time-remaining questions. Include a schedule with a.m. and p.m. and one in 24-hour time if the student will see it (transit, work).
- Tips
- Use the schedules the student actually meets: the school bell schedule, a bus timetable, a work shift list. This goal links directly to time management and transition goals.
- Limits
- Answering schedule questions does not show that the student arrives on time; that is a behavior or vocational goal measured in the setting. Schedule formats vary a lot; practice with more than one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-008.
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Goal
By the annual IEP review date, given a printed or on-screen schedule (class, bus, work or program listing) and 10 questions about when events start, end and how long they last, the student will locate the event on the schedule and state its start time, end time or length independently with at least 90% accuracy on schedule questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal428 characters
- By the annual IEP review date, given a printed or on-screen schedule (class, bus, work or program listing) and 10 questions about when events start, end and how long they last, the student will locate the event on the schedule and state its start time, end time or length independently with at least 90% accuracy on schedule questions, 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 a printed or on-screen schedule (class, bus, work or program listing) and 10 questions about when events start, end and how long they last
- Behavior
- The student will locate the event on the schedule and state its start time, end time or length independently
- Criteria
- With at least 90% accuracy on schedule questions, 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 90% accuracy on schedule questions
- 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 a printed or on-screen schedule (class, bus, work or program listing) and 10 questions about when events start, end and how long they last, the student will locate the event on the schedule and state its start time, end time or length independently with at least 90% accuracy on schedule questions, 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.