Complete a task after a video model
When to use this goal
For students who lose spoken directions but do well when they can watch someone do the task. The task should use skills the student has. Present levels, not grade, decide whether the video is shown whole or step by step.
- Baseline
- Give one five-step task with spoken directions only and one with a video model; score both. The gap shows how much the video helps. Note whether the student uses replay without being told.
- Tips
- Record videos from the student's point of view (hands only) with the real materials; they are quick to make on a phone. The student keeps the video for future use. Score the steps actually done, not watching.
- Limits
- Videos take setup time. Does not measure following spoken directions; pair with an oral directions goal if that is a need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-023.
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Goal
By the annual IEP review date, after watching a short video model of a five-step classroom task (such as setting up a science notebook page), the student will complete the modeled task in the same order as the video, performing at least 4 of 5 steps independently, on 3 consecutive video-model tasks, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 steps independently.
- Annual goal359 characters
- By the annual IEP review date, after watching a short video model of a five-step classroom task (such as setting up a science notebook page), the student will complete the modeled task in the same order as the video, performing at least 4 of 5 steps independently, on 3 consecutive video-model tasks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After watching a short video model of a five-step classroom task (such as setting up a science notebook page)
- Behavior
- The student will complete the modeled task in the same order as the video
- Criteria
- Performing at least 4 of 5 steps independently, on 3 consecutive video-model tasks
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- on 3 consecutive video-model tasks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after watching a short video model of a five-step classroom task (such as setting up a science notebook page), the student will complete the modeled task in the same order as the video, performing at least 4 of 5 steps independently, on 3 consecutive video-model tasks, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Watches the full video model or the first clip | ||||||||
| 2. Gets the materials shown in the video | ||||||||
| 3. Does steps 1 and 2 as shown | ||||||||
| 4. Replays or checks the video before the next step when unsure | ||||||||
| 5. Does the remaining steps as shown, in order | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.