Repeat back a work direction before starting
When to use this goal
For older students who start tasks quickly but do them differently from the direction, or who miss part of a direction and then stop. Fit depends on whether the student can repeat short spoken information, measured in present levels, not on grade. Accept repetition in any mode the student uses.
- Baseline
- Give five two- or three-part directions and record whether the student repeated any part, all parts, or none, and whether the task matched the direction. Students with weak auditory memory may need the direction written; the executive-function area has multi-step direction goals for that skill.
- Tips
- Repeating back is a common workplace habit and lets the supervisor fix a misunderstanding before work starts. Thank the student for checking. When the repeat is wrong, restate the direction once and ask again. Score the repeat, then note separately whether the task matched.
- Limits
- Repeating a direction does not guarantee doing it; keep a work-accuracy check if mistakes are the main concern. Not a fit for students whose communication system cannot yet restate information; use picture matching as the behavior instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-033.
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Goal
By the annual IEP review date, when a supervisor or teacher gives a two- or three-part work direction during a job-skills period, the student will repeat the main parts of the direction (what, how many, and where) to the adult before starting without being asked in at least 4 of 5 opportunities, on 4 of 5 consecutive data collection days, as measured by opportunity-by-opportunity data collected 5 work directions per week.
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 goal425 characters
- By the annual IEP review date, when a supervisor or teacher gives a two- or three-part work direction during a job-skills period, the student will repeat the main parts of the direction (what, how many, and where) to the adult before starting without being asked in at least 4 of 5 opportunities, on 4 of 5 consecutive data collection days, as measured by opportunity-by-opportunity data collected 5 work directions per week.
- Timeframe
- By the annual IEP review date
- Condition
- When a supervisor or teacher gives a two- or three-part work direction during a job-skills period
- Behavior
- The student will repeat the main parts of the direction (what, how many, and where) to the adult before starting without being asked
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 5 work directions per week
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:
- on 4 of 5 consecutive data collection days
- Collection schedule:
- 5 work directions per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a supervisor or teacher gives a two- or three-part work direction during a job-skills period, the student will repeat the main parts of the direction (what, how many, and where) to the adult before starting without being asked in at least 4 of 5 opportunities, on 4 of 5 consecutive data collection days, as measured by opportunity-by-opportunity data collected 5 work directions per week.
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.