Follow directions that include a quantity or an exception
When to use this goal
For students who do all the problems when told to do the odd ones, or take one when told to take three. Coordinate with the speech-language pathologist. Present levels decide which direction types to target.
- Baseline
- Probe ten directions with different limiters (only, except, first, last, every other, a number) and record which types fail. Check that the student can read or hear the limiter; errors often come from skimming past it.
- Tips
- Each limited direction is one opportunity. Met means the exact set was completed, nothing more and nothing less. Teach a marking strategy (circle the limiter) and fade it. Use real assignments where teachers already limit items.
- Limits
- Errors may reflect language comprehension; interpret with the speech-language pathologist. Over-completing (doing all items) is a different error from under-completing; record which.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-012.
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Goal
By the annual IEP review date, when given a direction that includes a quantity, a subset, or an exception (only the even items, all except number 4, the first three), the student will carry out the direction with the stated quantity, subset, or exception applied independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 4 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
- 4 of 10 opportunities.
- Annual goal412 characters
- By the annual IEP review date, when given a direction that includes a quantity, a subset, or an exception (only the even items, all except number 4, the first three), the student will carry out the direction with the stated quantity, subset, or exception applied independently in at least 8 of 10 opportunities, 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 direction that includes a quantity, a subset, or an exception (only the even items, all except number 4, the first three)
- Behavior
- The student will carry out the direction with the stated quantity, subset, or exception applied independently
- Criteria
- In at least 8 of 10 opportunities, 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
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 weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a direction that includes a quantity, a subset, or an exception (only the even items, all except number 4, the first three), the student will carry out the direction with the stated quantity, subset, or exception applied independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, 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.