Make a craft by watching each step
When to use this goal
For young students who get lost when an adult demonstrates a craft or project all at once. Watch one step, then do one step. Present levels, not grade, decide the number of steps and the materials.
- Baseline
- Model a five-step project one step at a time and score what the child does without extra help. Note if the child rushes ahead or waits.
- Tips
- Finished products differ, and that is fine; score the steps. A finished model on the table helps children check. Watching can be any way the child takes in the model.
- Limits
- Fine motor demands may limit some steps; work with the OT. Does not measure spoken directions alone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-033.
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Goal
By the annual IEP review date, during an art or project activity when the teacher models one step at a time, the student will do each step right after the adult models it, before the next step is shown, performing at least 4 of 5 steps independently, on 3 consecutive projects, 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 goal336 characters
- By the annual IEP review date, during an art or project activity when the teacher models one step at a time, the student will do each step right after the adult models it, before the next step is shown, performing at least 4 of 5 steps independently, on 3 consecutive projects, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During an art or project activity when the teacher models one step at a time
- Behavior
- The student will do each step right after the adult models it, before the next step is shown
- Criteria
- Performing at least 4 of 5 steps independently, on 3 consecutive projects
- 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 projects
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during an art or project activity when the teacher models one step at a time, the student will do each step right after the adult models it, before the next step is shown, performing at least 4 of 5 steps independently, on 3 consecutive projects, 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 adult model step 1 | ||||||||
| 2. Picks the materials used in step 1 | ||||||||
| 3. Does step 1 as modeled | ||||||||
| 4. Waits for and watches the next model | ||||||||
| 5. Does each remaining step as modeled | ||||||||
| 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.