Replay recorded directions to finish a task
When to use this goal
For students who miss parts of spoken class directions and need them repeated, and who can use a device to replay audio. The task should be within reach. Present levels, not grade, decide whether the teacher records the directions or the student does.
- Baseline
- List the steps in two or three spoken directions and score the work for each step done as stated, with and without the recording. Ask whether the student used replay.
- Tips
- Recording directions takes a teacher a minute and helps many students. Score the product against the step list. Students may later record directions themselves, which builds self-advocacy.
- Limits
- Recording may not be allowed in some settings; check policy. Does not measure following live directions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-025.
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Goal
By the annual IEP review date, given a multi-step assignment with the teacher's spoken directions recorded on the class platform, the student will replay the recorded directions as needed and complete each step they describe independently with at least 90% accuracy on steps in the recorded directions completed as stated, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal413 characters
- By the annual IEP review date, given a multi-step assignment with the teacher's spoken directions recorded on the class platform, the student will replay the recorded directions as needed and complete each step they describe independently with at least 90% accuracy on steps in the recorded directions completed as stated, 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 multi-step assignment with the teacher's spoken directions recorded on the class platform
- Behavior
- The student will replay the recorded directions as needed and complete each step they describe independently
- Criteria
- With at least 90% accuracy on steps in the recorded directions completed as stated, 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 90% accuracy on steps in the recorded directions completed as stated
- 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 multi-step assignment with the teacher's spoken directions recorded on the class platform, the student will replay the recorded directions as needed and complete each step they describe independently with at least 90% accuracy on steps in the recorded directions completed as stated, 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.