Answer questions with yesterday, today, and tomorrow
When to use this goal
For students who confuse time-reference words (yesterday, today, tomorrow, last week, next week, later, soon) when they hear them in schedules and talk. These words matter for following plans and for talking about events. Base the choice on the SLP's assessment and class calendar routines.
- Baseline
- Give 10 questions with the calendar and record errors by word. Most students learn today and tomorrow before yesterday, and day words before week words.
- Tips
- Score correct when the answer matches the time word. Use the class calendar and real events. Families can use the same calendar at home.
- Limits
- Time concepts develop gradually and depend on experience with calendars. The goal does not measure telling time or past-tense grammar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-047.
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Goal
By the annual IEP review date, given a weekly calendar with pictured events and 10 spoken questions with time words (such as "What did we do yesterday?"), the student will point to the day or event on the calendar that matches the time word independently with at least 85% accuracy on time-word questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. 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 Receptive 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 - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal430 characters
- By the annual IEP review date, given a weekly calendar with pictured events and 10 spoken questions with time words (such as "What did we do yesterday?"), the student will point to the day or event on the calendar that matches the time word independently with at least 85% accuracy on time-word 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 a weekly calendar with pictured events and 10 spoken questions with time words (such as "What did we do yesterday?")
- Behavior
- The student will point to the day or event on the calendar that matches the time word independently
- Criteria
- With at least 85% accuracy on time-word 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 85% accuracy on time-word 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 a weekly calendar with pictured events and 10 spoken questions with time words (such as "What did we do yesterday?"), the student will point to the day or event on the calendar that matches the time word independently with at least 85% accuracy on time-word 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.