Follow directions during specials and unstructured periods
When to use this goal
For students whose direction-following holds in the classroom but drops in PE, music, art, recess, or the cafeteria. Base the choice on data across settings. Specialists collect the data, so the sheet must be very quick.
- Baseline
- Give each specialist a card to tally the first 5 directions per period for 2 weeks. Compare with classroom data. Ask what directions are hardest (stopping movement in PE is common) and whether the room is louder or less structured than the classroom.
- Tips
- Teach the specialist the student's attention cue and the one-direction-then-wait approach. A visual schedule at the door reduces surprises. Score only directions the student could reasonably follow in a busy room; a direction given from across the gym may not have been heard.
- Limits
- Specialists see many students and may not log reliably; data gaps are common. Noisy rooms raise the chance the direction was not heard, which inflates apparent refusal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-021.
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Goal
By the annual IEP review date, when given a one-step direction by the specialist during PE, music, art, or library, the student will independently follow the direction within 15 seconds without a repeat in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each specials period, first 5 directions, summarized every 2 weeks.
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. 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
- 2 of 10 opportunities.
- Annual goal393 characters
- By the annual IEP review date, when given a one-step direction by the specialist during PE, music, art, or library, the student will independently follow the direction within 15 seconds without a repeat in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each specials period, first 5 directions, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When given a one-step direction by the specialist during PE, music, art, or library
- Behavior
- The student will independently follow the direction within 15 seconds without a repeat
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each specials period, first 5 directions, 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive 2-week data summaries
- Collection schedule:
- each specials period, first 5 directions, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when given a one-step direction by the specialist during PE, music, art, or library, the student will independently follow the direction within 15 seconds without a repeat in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each specials period, first 5 directions, 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 | 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.