Answer when questions with a time or event
When to use this goal
For students who answer who, what, and where questions but answer when questions with a place, a person, or "I don't know". When questions need time concepts (morning, after lunch, yesterday), so check those first. Base the choice on question data by type, not grade.
- Baseline
- Ask 10 when questions mixed with 10 where questions so you can see whether the student confuses the two. Note whether answers are the right type but wrong ("at night" for lunch) or the wrong type ("in the cafeteria"). Check the time words the student already uses.
- Tips
- Score correct when the answer gives a time (a word, a clock time, or an event that marks time) and fits the question. "After lunch" counts; "lunch" alone counts when it clearly marks a time. Start with the student's own day before moving to stories. Pair with sl-exp-026 for how questions and sl-exp-020 for why questions.
- Limits
- When questions depend on time concepts, which develop gradually; errors may reflect concepts rather than question form. The goal does not cover past-tense grammar in answers. Results on schedule questions may be higher than on story questions, so record which set was used.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-025.
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Goal
By the annual IEP review date, given 10 when questions about the student's daily schedule (such as "When do we go to lunch?"), the student will answer each when question with a time word, a clock time, or an event that tells when (such as "after recess") independently with at least 80% accuracy on when questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. Opportunity (trial) recording 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 Expressive Language.
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
- Speech & Language - Expressive Language
- Baseline
- 30% accuracy.
- Annual goal439 characters
- By the annual IEP review date, given 10 when questions about the student's daily schedule (such as "When do we go to lunch?"), the student will answer each when question with a time word, a clock time, or an event that tells when (such as "after recess") independently with at least 80% accuracy on when questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 when questions about the student's daily schedule (such as "When do we go to lunch?")
- Behavior
- The student will answer each when question with a time word, a clock time, or an event that tells when (such as "after recess") independently
- Criteria
- With at least 80% accuracy on when questions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 when questions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 when questions about the student's daily schedule (such as "When do we go to lunch?"), the student will answer each when question with a time word, a clock time, or an event that tells when (such as "after recess") independently with at least 80% accuracy on when questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.