Follow two-step directions that include location words
When to use this goal
For students whose present levels show errors when directions include in, on, under, next to, behind, or between. Coordinate with the speech-language pathologist because location words are a language skill. Present levels decide which words to target.
- Baseline
- Probe each location word separately in one-step directions first; words the student misses in one step will not succeed in two. Then probe two-step directions with the words the student knows. Record errors by word.
- Tips
- Met means both actions done in order and both placements correct. Use real classroom objects and spots. Keep a list of probe directions with the target words so difficulty stays comparable across weeks.
- Limits
- Errors may be language, not sequencing; share the data with the speech-language pathologist. Spatial words with no clear right answer (near) should be avoided in probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-008.
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Goal
By the annual IEP review date, when given a two-step direction containing a location word during classroom activities, the student will carry out both steps with the items placed in the stated locations without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 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. 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
- 3 of 10 opportunities.
- Annual goal354 characters
- By the annual IEP review date, when given a two-step direction containing a location word during classroom activities, the student will carry out both steps with the items placed in the stated locations without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a two-step direction containing a location word during classroom activities
- Behavior
- The student will carry out both steps with the items placed in the stated locations without a repetition
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a two-step direction containing a location word during classroom activities, the student will carry out both steps with the items placed in the stated locations without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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 | 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.