Answer questions about a schedule, menu, or timetable
When to use this goal
For transition-age students who need to read the everyday documents that organize life (bus timetables, work schedules, menus, store flyers, appointment cards) and who cannot extract the answer they need. Base the choice on the transition plan and functional reading data.
- Baseline
- Use real documents from the student's community and job site with personal details removed. Probe each document type separately; timetables are usually hardest because they are tables of times. Write questions the student would actually need to answer (when is the next bus after 3:00, how much is a small drink).
- Tips
- Pair with the community word-reading goal and with math goals on time and money. Practice in the real setting (reading the posted schedule at the bus stop) when possible. The document types can be swapped for whatever the student's transition plan prioritizes.
- Limits
- Real documents vary in layout, so generalization needs many examples. Questions about time and money overlap with math skills. Answering a question is not the same as using the document in the moment; check that in the community.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-022.
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Goal
By the annual IEP review date, given a bus or train timetable and 5 questions about times and routes, the student will state the answer to each question and point to where it was found independently with at least 85% accuracy on functional text questions, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
Baseline: 35% 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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 35% accuracy.
- Annual goal340 characters
- By the annual IEP review date, given a bus or train timetable and 5 questions about times and routes, the student will state the answer to each question and point to where it was found independently with at least 85% accuracy on functional text questions, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a bus or train timetable and 5 questions about times and routes
- Behavior
- The student will state the answer to each question and point to where it was found independently
- Criteria
- With at least 85% accuracy on functional text questions, across 3 consecutive sessions
- 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 functional text questions
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a bus or train timetable and 5 questions about times and routes, the student will state the answer to each question and point to where it was found independently with at least 85% accuracy on functional text questions, across 3 consecutive sessions, 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.