Mark the action words in directions first
When to use this goal
For students who skim written directions and do part of what is asked (answer but do not explain, list but do not circle). Reading level should give access, with text-to-speech if needed. Present levels, not grade, decide the length of directions.
- Baseline
- List the actions in the directions on two or three assignments and score which ones the student did. Then teach marking and compare.
- Tips
- Score each action, not content correctness. Underlines on the page show strategy use. The student can keep the word list in a binder or notes app.
- Limits
- Does not measure accuracy of content. Some directions are unclear; check that the teacher's directions have clear actions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-035.
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Goal
By the annual IEP review date, given a worksheet, test, or assignment with written directions of two to four actions, the student will underline each action word in the directions (such as solve, explain, circle, list) and carry out every underlined action independently with at least 90% accuracy on direction actions carried out, 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 goal422 characters
- By the annual IEP review date, given a worksheet, test, or assignment with written directions of two to four actions, the student will underline each action word in the directions (such as solve, explain, circle, list) and carry out every underlined action independently with at least 90% accuracy on direction actions carried out, 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 worksheet, test, or assignment with written directions of two to four actions
- Behavior
- The student will underline each action word in the directions (such as solve, explain, circle, list) and carry out every underlined action independently
- Criteria
- With at least 90% accuracy on direction actions carried out, 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 direction actions carried out
- 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 worksheet, test, or assignment with written directions of two to four actions, the student will underline each action word in the directions (such as solve, explain, circle, list) and carry out every underlined action independently with at least 90% accuracy on direction actions carried out, 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.