Act on an if-then direction during class
When to use this goal
For students who follow simple directions but miss the condition in directions like "if you finish early, read your book" or "if you need a calculator, get one from the bin", and so either do nothing or do the action at the wrong time. Fit depends on language present levels, not grade.
- Baseline
- Plan five if-then directions a week whose condition will actually happen for this student (they will finish early, they will need a tool). Record whether the student did the right action at the right time, did it at the wrong time, or did nothing.
- Tips
- Teach the form directly: say the "if" part, then the "then" part, and practice with two or three everyday conditions. Use the same wording each time at first. Conditions about finishing early and needing materials come up daily and make good practice.
- Limits
- Only counts directions whose condition came up, so plan them. Language comprehension of conditional sentences may be the real need; check with the SLP before writing this as a behavior goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-036.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the teacher gives an if-then direction to the class ("if you finish, put your paper in the tray and read"), the student will carry out the "then" part of the direction when the "if" condition happens independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 5 planned if-then 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. 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 goal410 characters
- By the annual IEP review date, when the teacher gives an if-then direction to the class ("if you finish, put your paper in the tray and read"), the student will carry out the "then" part of the direction when the "if" condition happens independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 5 planned if-then directions per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives an if-then direction to the class ("if you finish, put your paper in the tray and read")
- Behavior
- The student will carry out the "then" part of the direction when the "if" condition happens independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- 5 planned if-then 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:
- across 3 consecutive weekly data summaries
- Collection schedule:
- 5 planned if-then directions per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher gives an if-then direction to the class ("if you finish, put your paper in the tray and read"), the student will carry out the "then" part of the direction when the "if" condition happens independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 5 planned if-then 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.