Follow a familiar direction by listening
When to use this goal
For young children who identify some words in closed sets and are ready to follow familiar routine directions by listening alone. Present levels in identification and in following the same directions with visual cues decide fit.
- Baseline
- Record 10 familiar directions across a day: followed by listening alone, after a repeat, or after a visual cue. Directions the child always follows with visual cues are good targets.
- Tips
- Context helps a lot; that is fine at this level. Always give the visual cue after a missed direction so the child is never left out.
- Limits
- Routine context can make it look like the child heard more than they did. The template measures listening for a student whose family chose listening as one route; it never replaces sign language or captions the student also uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-aud-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during daily routines, when an adult gives a familiar direction (such as get your coat or wash your hands) without signs or gestures, from beside the child, the student will carry out the direction they heard independently in at least 7 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during routines.
Baseline: 2 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 Auditory Skills (Deaf & Hard of Hearing).
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
- Vision, Hearing & Assistive Technology - Auditory Skills (Deaf & Hard of Hearing)
- Baseline
- 2 of 10 opportunities.
- Annual goal393 characters
- By the annual IEP review date, during daily routines, when an adult gives a familiar direction (such as get your coat or wash your hands) without signs or gestures, from beside the child, the student will carry out the direction they heard independently in at least 7 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during routines.
- Timeframe
- By the annual IEP review date
- Condition
- During daily routines, when an adult gives a familiar direction (such as get your coat or wash your hands) without signs or gestures, from beside the child
- Behavior
- The student will carry out the direction they heard independently
- Criteria
- In at least 7 of 10 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during routines
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 10 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during daily routines, when an adult gives a familiar direction (such as get your coat or wash your hands) without signs or gestures, from beside the child, the student will carry out the direction they heard independently in at least 7 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during routines.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.