Take a classmate's direction in a class job
When to use this goal
For students who follow adults but refuse, argue, or laugh off directions from classmates in a classroom job role (line leader, group captain, materials helper). Fit depends on observation of peer-led routines, not grade.
- Baseline
- Observe peer-led routines for a week and record each direction from a classmate in a job role and what the student did. Note which classmates and which jobs; refusal may be about one peer, which is a social goal more than a direction goal.
- Tips
- Score a direction as followed when the student starts it within about 15 seconds. Make sure the student gets turns in leader roles too; following is easier when leading is shared. Keep peer directions to routine jobs; peers should not deliver corrections or consequences. The second behavior option keeps a way to disagree.
- Limits
- Peer directions vary in clarity; score only clear, routine ones. Not a fit when the peer relationship is the real problem; see the peer-interaction goals in the social-emotional area.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-040.
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Goal
By the annual IEP review date, when a classmate in a classroom job gives a routine direction (the line leader says "stop at the door", the materials helper says "pass the papers back"), the student will carry out the peer leader's direction independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected 6 peer-leader directions per day.
Baseline: 2 of 6 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 6 opportunities.
- Annual goal391 characters
- By the annual IEP review date, when a classmate in a classroom job gives a routine direction (the line leader says "stop at the door", the materials helper says "pass the papers back"), the student will carry out the peer leader's direction independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected 6 peer-leader directions per day.
- Timeframe
- By the annual IEP review date
- Condition
- When a classmate in a classroom job gives a routine direction (the line leader says "stop at the door", the materials helper says "pass the papers back")
- Behavior
- The student will carry out the peer leader's direction independently
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- 6 peer-leader directions per day
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 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- 6 peer-leader directions per day
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a classmate in a classroom job gives a routine direction (the line leader says "stop at the door", the materials helper says "pass the papers back"), the student will carry out the peer leader's direction independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected 6 peer-leader directions per day.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.