Measurement, Time & Money IEP goals for kindergarten to grade 2
27 of the measurement, time & money templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
27 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Tell time to the hour and half hour on an analog clock
Telling time to the hour and half hour
By the annual IEP review date, given 10 analog clock faces showing times to the hour and half hour, the student will say or write the time shown on each clock independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Tell time to the nearest five minutes and minute
Telling time to five minutes and one minute
By the annual IEP review date, given 10 analog clock faces showing times to the nearest five minutes, the student will write the time shown on each clock in digital form independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Read a digital clock and match it to an analog clock
Digital clocks and matching times
By the annual IEP review date, given 10 digital times shown on a clock or a phone screen, the student will read each digital time aloud as hours and minutes independently with at least 95% accuracy on digital times, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name the day, month and date during the calendar routine
Calendar: days, months and today
By the annual IEP review date, during the daily calendar routine, when asked what day it is, what day was yesterday, and what day tomorrow will be, the student will say or select the day of the week, yesterday and tomorrow independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the calendar routine.
Find dates and count days on a calendar
Reading a calendar
By the annual IEP review date, given a monthly calendar and 10 questions such as "what day of the week is the 14th?" or "how many days until the field trip?", the student will answer each question by locating the date on the calendar independently with at least 90% accuracy on calendar questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Compare and convert units of time
Units of time and durations
By the annual IEP review date, given 10 pairs of time periods such as a minute and an hour, or a week and a month, and the question "which is longer?", the student will state which time period is longer independently with at least 90% accuracy on time unit items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
In kindergarten through grade 2, measurement, time & money goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How are measurement, time & money goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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