Follow a two-step direction given from across the room
When to use this goal
For students who follow directions given up close but whose present levels show directions from across the room, during activity, go unheard. Check hearing first.
- Baseline
- Record ten directions given from a distance during activity: did the student orient, and did they complete both steps? Compare with directions given up close on the same days. If the gap is large, consider a hearing check and classroom acoustics.
- Tips
- Each distance direction is one opportunity. Met means both steps done without the adult coming closer or repeating. Saying the name first is a support level and is also good practice; note when it is used.
- Limits
- Noisy rooms make this unfair for everyone; collect data at typical noise levels and note loud days. Does not separate not hearing from not attending.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-017.
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Goal
By the annual IEP review date, when a two-step direction is given from across the room while the student is engaged in an activity, the student will stop the activity and complete both steps of the direction independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during two routines and summarized weekly.
Baseline: 2 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. 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
- 2 of 10 opportunities.
- Annual goal377 characters
- By the annual IEP review date, when a two-step direction is given from across the room while the student is engaged in an activity, the student will stop the activity and complete both steps of the direction independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during two routines and summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a two-step direction is given from across the room while the student is engaged in an activity
- Behavior
- The student will stop the activity and complete both steps of the direction independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weeks
- 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during two routines and summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a two-step direction is given from across the room while the student is engaged in an activity, the student will stop the activity and complete both steps of the direction independently in at least 8 of 10 opportunities, across 3 consecutive weeks, 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 | 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.