Find the time in another time zone
When to use this goal
For students who need to call, message or travel across time zones (family in another region, an online class, a game event). Present levels in adding and subtracting hours on a clock decide readiness.
- Baseline
- Record adding when it should be subtracting (east is later). Include times that cross noon or midnight.
- Tips
- Real reasons (family calls, game launches) make this stick.
- Limits
- Daylight saving time adds complexity; leave it out at first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-053.
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Goal
By the annual IEP review date, given a U.S. time zone map and 8 questions such as "it is 3:00 p.m. here; what time is it in another zone?", the student will add or subtract the hour difference and write each answer as a time with a.m. or p.m. marked independently with at least 85% accuracy on time zone questions, 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 goal407 characters
- By the annual IEP review date, given a U.S. time zone map and 8 questions such as "it is 3:00 p.m. here; what time is it in another zone?", the student will add or subtract the hour difference and write each answer as a time with a.m. or p.m. marked independently with at least 85% accuracy on time zone 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 U.S. time zone map and 8 questions such as "it is 3:00 p.m. here; what time is it in another zone?"
- Behavior
- The student will add or subtract the hour difference and write each answer as a time with a.m. or p.m. marked independently
- Criteria
- With at least 85% accuracy on time zone 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 85% accuracy on time zone 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 U.S. time zone map and 8 questions such as "it is 3:00 p.m. here; what time is it in another zone?", the student will add or subtract the hour difference and write each answer as a time with a.m. or p.m. marked independently with at least 85% accuracy on time zone 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.