Act on directions that apply only to some
When to use this goal
For young students who either do every group direction or none when the direction applies only to some children (if you are finished, bring your paper; if your name is on the board, line up). The student should respond to their name and simple group directions. Present levels, not grade, decide the condition types.
- Baseline
- Plan six group conditional directions across a day or two, half that fit the student and half that do not. Record a correct response for each: both steps when it fits, staying put when it does not.
- Tips
- Plan both kinds on purpose; staying put when it does not apply is half the skill. Use features the child can check easily (color of clothes, name card, table group). Games like this fit naturally in transitions.
- Limits
- Children may copy peers; note when they move because others did. Language understanding of if may need SLP support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-022.
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Goal
By the annual IEP review date, when the teacher gives a two-step group direction that applies only to children who meet a condition (if you have a red folder, put it in the bin and sit down), the student will carry out both steps when the condition fits them and stay in place when it does not independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
Baseline: 2 of 6 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 6 opportunities.
- Annual goal432 characters
- By the annual IEP review date, when the teacher gives a two-step group direction that applies only to children who meet a condition (if you have a red folder, put it in the bin and sit down), the student will carry out both steps when the condition fits them and stay in place when it does not independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives a two-step group direction that applies only to children who meet a condition (if you have a red folder, put it in the bin and sit down)
- Behavior
- The student will carry out both steps when the condition fits them and stay in place when it does not independently
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Three times 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 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher gives a two-step group direction that applies only to children who meet a condition (if you have a red folder, put it in the bin and sit down), the student will carry out both steps when the condition fits them and stay in place when it does not independently in at least 5 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected three times 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.