Telling Time IEP goals
15 templates across 6 skills: measurement, time & money, community access & travel, time management, functional academics, vocational & work readiness, independent living. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
15 templates · 6 skills · K–2, 3–5, 6–8, 9–12 · 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.
Community Access & Travel Transition & Postsecondary Skills
Read posted hours and rules at community places
Reading community signs
By the annual IEP review date, given photos of 8 to 10 posted signs from community places (a pool, library, park, clinic, store) and questions about each, the student will answer when the place is open and what each posted rule says independently with at least 85% accuracy on posted sign questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Wait at the curb for the pickup window
Booking paratransit or a ride
By the annual IEP review date, at the start of each booked pickup window, at home, school, or a job site, the student will be at the pickup spot with belongings when the pickup window opens independently in at least 7 of 8 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled pickup.
Time Management Executive Function
Clock in on time at the work-based learning site
Clocking in on time at a work site
By the annual IEP review date, on scheduled work days at a work-based learning site, the student will clock in or check in with the supervisor at or before the shift start time independently in at least 9 of 10 opportunities, across 3 consecutive months, as measured by opportunity-by-opportunity data collected each shift and summarized monthly.
Functional Academics Functional & Independence Skills
Match the clock to the schedule and start the activity on time
Time in daily routines
By the annual IEP review date, given a written daily schedule with start times and a digital clock in view, the student will check the clock against the schedule and start the next activity at its start time independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by direct observation collected daily across five scheduled start times.
Set a timer for the time shown in the directions
Timers and elapsed time in cooking
By the annual IEP review date, given a package or recipe direction with a cooking time and a kitchen timer or microwave, the student will set the timer or microwave for the time in the directions and start it independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly during cooking lessons.
Vocational & Work Readiness Transition & Postsecondary Skills
Clock in and out for each shift
Clocking in and out
By the annual IEP review date, at the start and end of each shift, using a paper time sheet and the wall clock, the student will complete the clock-in and clock-out routine for the shift, performing at least 5 of 6 steps independently, on 4 of 5 consecutive shifts, as measured by a task-analysis checklist collected at each shift.
Independent Living Transition & Postsecondary Skills
Start each morning task at the app alert
Morning routine with a schedule app
By the annual IEP review date, when each morning alert in the student's schedule app sounds (such as shower, dress, breakfast, leave), at home, the student will start the task named in the alert independently within 2 minutes, on 4 of 5 consecutive mornings, as measured by latency recording collected on 2 or 3 mornings per week, by family or staff report.
Telling time goals come from measurement, time, and money, functional academics, and time management. They cover reading digital and analog clocks to the hour, half hour, five minutes, and minute, finding elapsed time, and using a schedule or a phone alarm to get somewhere on time. Clock reading and elapsed time are measured with percent accuracy on a fixed set of items, while using a schedule is usually measured as opportunities or a task analysis. Good goals name the clock type, the time interval, and any tool, such as a number line for elapsed time. For many older students, reading a digital clock and setting alarms on a phone is the most useful version of the skill.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
Should students learn analog or digital clocks first?
Many teams start with digital clocks because they are easier to read and match phones. Analog clocks can follow when they matter for the student's classes or goals.
How do I write a telling time goal?
Name the clock type and interval. For example: given 10 analog clock faces showing five-minute intervals, the student will write the time with at least 80% accuracy in 3 of 4 consecutive weekly probes.
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