Follow four- to five-step directions using a written checklist
When to use this goal
For students who manage three-step directions but whose present levels show longer sets fall apart, and who can read a short checklist. Present levels decide the starting number of steps.
- Baseline
- Give three tasks with four-step and five-step written directions and record each step as done in order, done out of order, or missed. The denominator is the total steps across the tasks. Note whether the student used the checklist or ignored it.
- Tips
- Score each step: correct means done, in order, as written. Checking off steps is taught as part of the strategy and reinforced, but accuracy is scored on the steps themselves. Use real tasks (lab setup, art project, packet) so the directions matter.
- Limits
- Directions must be clear and in order to be fair. Students who can do the task from memory are not really following the list; use novel tasks for probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-010.
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Goal
By the annual IEP review date, when given a set of four or five written steps for a classroom task, the student will complete each step in order, checking off each one on the list independently with at least 90% accuracy on direction steps completed in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 55% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 55% accuracy.
- Annual goal360 characters
- By the annual IEP review date, when given a set of four or five written steps for a classroom task, the student will complete each step in order, checking off each one on the list independently with at least 90% accuracy on direction steps completed in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a set of four or five written steps for a classroom task
- Behavior
- The student will complete each step in order, checking off each one on the list independently
- Criteria
- With at least 90% accuracy on direction steps completed in order, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on direction steps completed in order
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a set of four or five written steps for a classroom task, the student will complete each step in order, checking off each one on the list independently with at least 90% accuracy on direction steps completed in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.