Set a timer or microwave for a stated time
When to use this goal
For students working toward independence in cooking, laundry and work tasks who cannot yet enter a time on a device. Present levels in reading numerals and in minutes-and-seconds notation decide readiness.
- Baseline
- Observe the student on the device they will use most and mark each step independent, prompted or missed. Entering seconds as minutes (3:30 as 330 minutes) and skipping the check step are the usual errors.
- Tips
- Adjust the steps to the device; a phone timer uses a different sequence than a microwave. Score in the real setting (home economics room, work site) when possible.
- Limits
- Measures the entry routine, not whether the student responds when the timer sounds, which is a separate functional goal. Device layouts vary; generalize across at least two.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-009.
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Goal
By the annual IEP review date, given a kitchen timer, microwave or phone timer and a stated time such as 3 minutes 30 seconds, the student will enter the stated time on the device and start it, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal353 characters
- By the annual IEP review date, given a kitchen timer, microwave or phone timer and a stated time such as 3 minutes 30 seconds, the student will enter the stated time on the device and start it, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a kitchen timer, microwave or phone timer and a stated time such as 3 minutes 30 seconds
- Behavior
- The student will enter the stated time on the device and start it
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a kitchen timer, microwave or phone timer and a stated time such as 3 minutes 30 seconds, the student will enter the stated time on the device and start it, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Reads or states the time to be set | ||||||||
| 2. Clears any previous time on the device | ||||||||
| 3. Enters the minutes | ||||||||
| 4. Enters the seconds, or zeros if none | ||||||||
| 5. Checks the display against the stated time | ||||||||
| 6. Presses start | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.