Ask for a direction to be repeated when unsure
When to use this goal
For students who guess or copy peers after missing part of a direction rather than asking. For students with the language to ask; a script or card can support it.
- Baseline
- Identify opportunities as moments when the student visibly did not catch a direction (looks at peers, starts the wrong step, asks a peer). Record what they did. Planned probes, such as a direction given while the student is turned away, can create opportunities.
- Tips
- An opportunity is any moment when the student does not have the full direction. Met means asking an adult (not a peer) for the direction before acting. Asking a peer is a reasonable strategy in some rooms; decide in advance whether it counts and be consistent.
- Limits
- Opportunities are hard to see from the outside; the observer must watch closely. Students who always ask, even when they heard, are showing a different pattern; keep an eye on it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-009.
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Goal
By the annual IEP review date, when a multi-step direction is given and the student has missed or forgotten part of it, the student will ask the adult to repeat or clarify the direction before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected daily during two routines and summarized 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. 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 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 goal381 characters
- By the annual IEP review date, when a multi-step direction is given and the student has missed or forgotten part of it, the student will ask the adult to repeat or clarify the direction before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected daily during two routines and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a multi-step direction is given and the student has missed or forgotten part of it
- Behavior
- The student will ask the adult to repeat or clarify the direction before starting independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly summaries
- Evaluation method
- Direct observation
- Schedule
- Daily during two routines and summarized 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 weekly summaries
- Collection schedule:
- daily during two routines and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a multi-step direction is given and the student has missed or forgotten part of it, the student will ask the adult to repeat or clarify the direction before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected daily during two routines and summarized 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.