Follow two-step directions during preschool routines
When to use this goal
For children who follow one-step directions but who do only the first or last part of two-step directions. Use directions from real routines. Present levels decide whether to start with related or unrelated steps.
- Baseline
- Probe two-step directions in which the steps belong together (get your cup and sit at the table) and ones where they do not (put the book away and touch your nose). Record which step is dropped. Confirm one-step directions are reliable first.
- Tips
- Give the direction once after getting attention. Met means both steps done in order without extra prompts. Related-step directions are easier because the routine carries the second step; move to unrelated steps when related ones are steady.
- Limits
- Routine directions can be followed from habit, not from listening; include some novel pairs. Vocabulary must be familiar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-007.
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Goal
By the annual IEP review date, when given a two-step direction during arrival, snack, or cleanup, the student will complete both steps of the direction in order without a repetition in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 Multi-Step 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
- Executive Function - Following Multi-Step Directions
- Baseline
- 1 of 5 opportunities.
- Annual goal317 characters
- By the annual IEP review date, when given a two-step direction during arrival, snack, or cleanup, the student will complete both steps of the direction in order without a repetition in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a two-step direction during arrival, snack, or cleanup
- Behavior
- The student will complete both steps of the direction in order without a repetition
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a two-step direction during arrival, snack, or cleanup, the student will complete both steps of the direction in order without a repetition in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.