Telling time and elapsed time IEP goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A telling time IEP goal names the clock type, the interval (hour, half hour, 5 minutes, 1 minute) and a criterion out of a fixed set. Example for elapsed time: given 10 start times and durations under 3 hours, the student will find the end time for 8 of 10 using an open number line on 3 weekly probes, up from 2 of 10.

Telling time is two skills that teams often merge: reading a clock and using time. A student can read 3:45 perfectly and still have no idea whether there is time to finish a task before the bus at 4:00. Strong time goals separate the two, then connect them in real schedules.

The 20 goals below run from the hour on an analog clock to job schedules and timers. Each shows the condition, behavior, criterion with its denominator, an illustrative baseline and a link to its template. The numbers are illustrations, not benchmarks. For other math areas, see the math IEP goals pillar.

What a time goal must specify

Clock type: analog, digital or both. They are different skills.
Interval: hour, half hour, quarter hour, 5 minutes or 1 minute.
Response: say, write, match, draw hands or set a device.
For elapsed time: the range (under 1 hour, under 3 hours, across noon) and any tool, such as an open number line.
Criterion: a count out of a fixed set, such as 9 of 10 clocks.

The IEP must state measurable annual goals and how progress will be measured.^[1] A time goal meets that bar once it names the clock and the interval, because "tell time" alone could mean anything from the hour to the minute.

How to choose the right time goal

Student profile	Sub-skill	Measure
Reads digital, not analog	Analog clock by interval	Clocks correct out of 10
Reads both, cannot find how long	Elapsed time	Problems correct out of 10
Confuses a.m. and p.m., morning and afternoon	Time of day	Items correct out of 10
Cannot judge whether a task takes minutes or hours	Sense of time duration	Opportunities out of 10
Misses transitions on a schedule	Using a schedule and time left	Items correct out of 8
Transition-age, needs to be on time for work or the bus	Timers, alarms, early or late	Task analysis or opportunities

If the student cannot yet count by 5s to 60, start there. Reading the minute hand depends on it. The teaching time guide shows the sequence.

Goals for reading analog and digital clocks

Hour and half hour: Given 10 analog clocks showing times to the hour and half hour, the student will say or write each time for 9 of 10 on 3 consecutive sessions. Baseline: 4 of 10. Template
Nearest 5 minutes and minute: Given 10 analog clocks showing times to the nearest 5 minutes, the student will write each time for 8 of 10 on 2 of 3 weekly probes. Baseline: 2 of 10. Template
Digital to analog: Given 10 digital times and a set of analog clock cards, the student will match each digital time to its analog clock for 9 of 10. Baseline: 5 of 10. Template
Drawing hands: Given 10 written times to the nearest 5 minutes and blank clock faces, the student will draw both hands correctly for 8 of 10. Baseline: 3 of 10. Template
a.m. or p.m.: Given 10 daily events with times, such as "eat breakfast, 7:15," the student will label each a.m. or p.m. for 10 of 10. Baseline: 6 of 10. Template
24-hour times: Given 10 times in 24-hour format, such as 15:30 on a train schedule, the student will convert each to 12-hour time with a.m. or p.m. for 9 of 10. Baseline: 3 of 10. Template

Weak: "The student will tell time." Measurable: the 5-minute goal, which names the clock type, the interval and the count.

Elapsed time IEP goals

Elapsed time is the most common time goal for grades 3 to 5. The open number line is the most reliable tool: jump to the next hour, then by hours, then by minutes.

End times: Given 10 start times and durations under 3 hours, the student will find the end time for 8 of 10 using an open number line on 3 weekly probes. Baseline: 2 of 10. Template
Across noon: Given 10 elapsed time problems that cross 12:00, such as 10:40 a.m. to 1:15 p.m., the student will find the elapsed time for 7 of 10. Baseline: 1 of 10. Template
Start time from end time: Given 10 end times and durations, the student will work backward to find the start time for 8 of 10. Baseline: 2 of 10. Template
Total time on activities: Given a log of 3 to 5 activities with durations in minutes, the student will add the time and write the total in hours and minutes for 9 of 10 logs. Baseline: 4 of 10. Template
Hours worked: Given 8 work schedules with start and end times, the student will figure the hours worked each day for 7 of 8. Baseline: 2 of 8. Template

Weak: "The student will solve elapsed time problems with 80% accuracy." Measurable: the across noon goal, which names the hardest problem type directly.

Goals for units of time and sense of time

Converting units: Given 10 items comparing or converting minutes, hours, days and weeks, the student will answer 8 of 10 correctly. Baseline: 3 of 10. Template
Daily events in order: Given 5 picture cards of daily events, the student will put them in time order on 8 of 10 opportunities. Baseline: 3 of 10. Template
Minutes or hours: Given 10 activities such as brushing teeth or a school day, the student will say whether each takes minutes or hours on 9 of 10 opportunities. Baseline: 5 of 10. Template

Weak: "The student will understand the passage of time." Measurable: the minutes or hours goal, which turns a vague idea into 10 scored items.

Goals for schedules, timers and real time

Schedule and time remaining: Given a class or work schedule and 8 questions, the student will find start times and minutes remaining for 7 of 8. Baseline: 3 of 8. Template
Setting a timer or microwave: Given a stated time, the student will complete 6 of 6 steps to set a timer or microwave on 4 of 5 trials. Baseline: 2 of 6 steps. Template
Stopwatch: During a task or practice, the student will start, stop and read a stopwatch to the second on 8 of 10 opportunities. Baseline: 3 of 10. Template
When food will be done: Given a recipe or package time and the current time, the student will say when the food will be ready on 7 of 8 opportunities. Baseline: 2 of 8. Template
Early or late: Given a scheduled time and an arrival time, the student will say how many minutes early or late on 8 of 10 opportunities. Baseline: 2 of 10. Template
Time zones: Given 10 questions about times in another time zone with a map, the student will answer 8 of 10. Baseline: 2 of 10. Template

Weak: "The student will be on time." Measurable: the early or late goal, which turns punctuality into a scored math task. Calendar goals, such as finding due dates, are on calendar skills IEP goals.

How to measure time goals

Use percent accuracy for clock reading and elapsed time sets, opportunities for sense of time, and task analysis for device steps. Probe weekly. Use real clocks with a sweep or step second hand, not only worksheet pictures, so the skill works on the classroom wall. Frequent short probes graphed over time show whether instruction is working.^[2]

Goal type	Method	Data sheet	How often
Clock reading, elapsed time	Percent accuracy	Accuracy data sheet	Weekly
Sense of time, early or late	Opportunities	Opportunity data sheet	2 times a week
Timer and microwave steps	Task analysis	Task analysis data sheet	Weekly

Short-term objectives for elapsed time

By the first report, given start times on the hour and durations in whole hours, the student will find the end time for 8 of 10.
By the second report, given any start time and durations under 1 hour, the student will find the end time for 8 of 10 with an open number line.
By the annual review, given durations under 3 hours, including some across noon, the student will find the end time for 8 of 10.

Adapting time goals by grade and support level

Grade or setting	Typical target	Supports	Example criterion
K to 2	Hour and half hour, daily event order	Geared clock, picture schedule	9 of 10 clocks
Grades 3 to 5	Nearest minute, elapsed time	Open number line, clock stamp	8 of 10 problems
Middle school	Elapsed time across noon, unit conversions	Number line, conversion chart	7 of 10 problems
High school and transition	Schedules, timers, hours worked	Phone clock, alarms	7 of 8 schedules

Templates live on the telling time goal hub and the measurement, time and money goals page. Run each draft through the goal checker.

Frequently asked questions

Should students still learn to read an analog clock?

Many do, because analog clocks hang in classrooms, offices and public places, and the clock face shows time passing in a way digital numbers do not. For a student with limited time left in school, a phone clock and alarms may matter more. Decide from the student's needs.

What is the best strategy for elapsed time?

Many teachers use an open number line: jump from the start time to the next hour, then jump by hours, then by minutes, and add the jumps. It works across noon and avoids the borrowing errors that come from subtracting times.

How do I write a time goal for a student who uses a digital watch?

Name the digital device in the condition and target what the student does with the time: reading a schedule, setting an alarm, saying how many minutes are left. Those goals are just as measurable as analog clock goals.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.