Carry out directions with if-then steps
When to use this goal
For students who do every step of a written direction even when a step only applies under a condition (if your answer is over 100, round it; otherwise leave it). The reading level of the directions should be accessible. Present levels, not grade, decide how many conditional steps a page holds.
- Baseline
- Write or collect two or three assignments with 4 to 6 conditional steps each and score only those steps: did the student check the condition and act on the right branch? Separate errors in the content (wrong answer) from errors in the condition (rounded when not needed).
- Tips
- Teachers can build conditional steps into routine practice (if you finish early, check with the key; if the number ends in 5, circle it). Score the condition, not the math. Boxing the if words is a support the student can keep using on tests.
- Limits
- Conditional directions are uncommon in some classes; plan practice materials so there are enough opportunities. Language processing may be the barrier; coordinate with the SLP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-020.
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Goal
By the annual IEP review date, given a written assignment of 8 to 10 items whose directions include if-then or otherwise steps, the student will check the condition for each conditional step and carry out only the step that applies independently with at least 85% accuracy on conditional steps carried out as the condition requires, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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. Work-sample analysis 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
- 45% accuracy.
- Annual goal423 characters
- By the annual IEP review date, given a written assignment of 8 to 10 items whose directions include if-then or otherwise steps, the student will check the condition for each conditional step and carry out only the step that applies independently with at least 85% accuracy on conditional steps carried out as the condition requires, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written assignment of 8 to 10 items whose directions include if-then or otherwise steps
- Behavior
- The student will check the condition for each conditional step and carry out only the step that applies independently
- Criteria
- With at least 85% accuracy on conditional steps carried out as the condition requires, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 85% accuracy on conditional steps carried out as the condition requires
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a written assignment of 8 to 10 items whose directions include if-then or otherwise steps, the student will check the condition for each conditional step and carry out only the step that applies independently with at least 85% accuracy on conditional steps carried out as the condition requires, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.