Work through a station card's steps
When to use this goal
For students who arrive at a rotation station and wait, copy a peer, or do only the first step on the card. The student should read the card or have it read by audio. Present levels, not grade, decide the number of steps per card.
- Baseline
- Across two rotation days, count steps on each card and score the work left at the station or the recording sheet. Note whether the problem is starting, order, or stopping after one step.
- Tips
- Recording sheets make scoring quick. Keep card formats the same across stations. A step counts when the product shows it was done as written.
- Limits
- Time limits may stop a student mid-card; note when the signal came before the student could finish. Peer help can mask the skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-028.
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Goal
By the annual IEP review date, during station rotations, given a station card with three or four written steps, the student will read the station card and complete each step it lists before the rotation signal independently with at least 85% accuracy on station card steps completed as written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal385 characters
- By the annual IEP review date, during station rotations, given a station card with three or four written steps, the student will read the station card and complete each step it lists before the rotation signal independently with at least 85% accuracy on station card steps completed as written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During station rotations, given a station card with three or four written steps
- Behavior
- The student will read the station card and complete each step it lists before the rotation signal independently
- Criteria
- With at least 85% accuracy on station card steps completed as written, 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 station card steps completed as written
- 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, during station rotations, given a station card with three or four written steps, the student will read the station card and complete each step it lists before the rotation signal independently with at least 85% accuracy on station card steps completed as written, 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.