Follow a two-step direction in order
When to use this goal
For young students who do the last step only, or the steps out of order, when given two directions at once. Base the choice on one-step directions (should be reliable first) and two-step trials. The working-memory side is covered in executive-function multi-step-directions; this template measures the behavioral response in routines.
- Baseline
- Give 5 two-step directions in real routines and record: both in order, both out of order, one step only, or none. If one-step directions are not yet reliable, start with bh-dir-001. Note whether the objects were in view, which makes a large difference for young students.
- Tips
- Use routines the student knows so memory load is low and the skill measured is following, not recalling. Say the direction once with a pause between steps at first, then as one phrase. Three-step directions and written directions belong to the executive-function skill.
- Limits
- Routine directions become predictable, which is fine for this goal but means the data do not show novel direction-following. Does not separate memory from motivation; the executive-function template handles the memory side.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-018.
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Goal
By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in routines.
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. 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 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 goal397 characters
- By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in routines.
- Timeframe
- By the annual IEP review date
- Condition
- When given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet")
- Behavior
- The student will independently complete both steps in the order given without a repeat
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, 5 two-step directions in 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily, 5 two-step directions in routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a two-step direction during a classroom routine ("hang up your coat and sit on the carpet"), the student will independently complete both steps in the order given without a repeat in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 5 two-step directions in 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 | # + (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.