Deliver a two-part message to another adult
When to use this goal
For students whose present levels show errands end with the wrong item or half the message. For students who can walk to another room alone. Present levels decide the message length.
- Baseline
- Arrange several two-part errands with a cooperating adult who records what the student said and brought. Record whether the first or second part was lost. Confirm the student can find the destination.
- Tips
- Each errand is one opportunity. Met means both parts delivered accurately and the return trip completed. The receiving adult records. Repeating the message back is a taught strategy; fade the written card after success.
- Limits
- Errands can be contrived; use real needs when possible. Hallway distractions add time and may affect recall.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-013.
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Goal
By the annual IEP review date, when asked to take a two-part message to another adult in the building, the student will deliver both parts of the message and return with what was requested independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three errands per week.
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 goal363 characters
- By the annual IEP review date, when asked to take a two-part message to another adult in the building, the student will deliver both parts of the message and return with what was requested independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three errands per week.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to take a two-part message to another adult in the building
- Behavior
- The student will deliver both parts of the message and return with what was requested independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Two to three errands per week
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:
- two to three errands per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked to take a two-part message to another adult in the building, the student will deliver both parts of the message and return with what was requested independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by opportunity-by-opportunity data collected two to three errands per week.
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.