Follow a direction from an unfamiliar adult
When to use this goal
For students who follow directions from their own teacher but not from substitutes, specialists, bus drivers, or cafeteria staff. Fits once bh-dir-001 is stable with familiar adults. Base the choice on data across adults.
- Baseline
- Ask specialists, substitutes, and non-classroom staff to log 5 or more directions each over 2 weeks: followed, repeated, or refused. Compare with the classroom teacher's data for the same student. If the gap is large, the skill is adult-specific and this goal fits.
- Tips
- Give the unfamiliar adult a one-line card with the student's attention cue and the fact that one clear direction plus a wait works best. Score only directions the student could reasonably follow. Teaching the student to ask "who are you?" or to check with a known adult is a safety skill and is not scored as refusal.
- Limits
- Opportunities with unfamiliar adults are irregular and depend on other staff logging them. Does not fit students for whom stranger wariness is a safety goal; coordinate with the community-safety skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-003.
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Goal
By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
Baseline: 1 of 5 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. Direct observation 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 Following Adult Directions.
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
- Behavior & Classroom Expectations - Following Adult Directions
- Baseline
- 1 of 5 opportunities.
- Annual goal393 characters
- By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When given a one-step direction by a school adult who does not work with the student daily
- Behavior
- The student will independently follow the direction within 15 seconds without it being repeated
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each observed opportunity, summarized every 2 weeks
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive 2-week data summaries
- Collection schedule:
- each observed opportunity, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when given a one-step direction by a school adult who does not work with the student daily, the student will independently follow the direction within 15 seconds without it being repeated in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed opportunity, summarized every 2 weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.