Follow a supervisor's three-step direction at a work site
When to use this goal
For transition-age students whose present levels show job tasks done partly after a supervisor's spoken direction. Tasks must be trained; the goal is the direction, not the skill.
- Baseline
- Have the job coach record each multi-step direction over several shifts: steps given, steps completed, and order. Ask the supervisor to give directions once in a normal way during baseline so the data match the real job.
- Tips
- Each three-step direction is one opportunity. Met means all steps in order without a coach prompt. Repeating back is a taught strategy that supervisors usually welcome; teach the student to do it briefly. Share data with the student after each shift.
- Limits
- Supervisors vary in how they give directions; the coach may need to ask for clear, once-given directions. Opportunities depend on the job.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-015.
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Goal
By the annual IEP review date, when a supervisor or job coach gives a three-step oral direction at a work-based learning site, the student will complete all three steps in the order given independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
Baseline: 2 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
- 2 of 5 opportunities.
- Annual goal364 characters
- By the annual IEP review date, when a supervisor or job coach gives a three-step oral direction at a work-based learning site, the student will complete all three steps in the order given independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a supervisor or job coach gives a three-step oral direction at a work-based learning site
- Behavior
- The student will complete all three steps in the order given independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks of shifts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each shift 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 weeks of shifts
- Collection schedule:
- each shift and summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a supervisor or job coach gives a three-step oral direction at a work-based learning site, the student will complete all three steps in the order given independently in at least 4 of 5 opportunities, across 3 consecutive weeks of shifts, as measured by opportunity-by-opportunity data collected each shift 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.