Complete read-aloud worksheet directions
When to use this goal
For young students who do the first thing on a page (color everything) when the teacher reads different directions for each part (circle, color, draw). The student should hold a crayon and know colors and shapes. Present levels, not grade, decide the number of parts.
- Baseline
- Use two or three pages with three or four parts each and score parts done as directed. Content errors (wrong color word) are separate from direction errors (colored instead of circled).
- Tips
- The page is the record. Read each direction once in the same way. Icons fade as the student learns direction words.
- Limits
- Language of direction words may need SLP support. Does not measure content skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-040.
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Goal
By the annual IEP review date, when the teacher reads aloud the direction for each part of a worksheet with three or four parts, the student will do what each read-aloud direction asks on its part of the page (circle, color, draw, or mark) independently with at least 85% accuracy on worksheet parts done as directed, 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 goal408 characters
- By the annual IEP review date, when the teacher reads aloud the direction for each part of a worksheet with three or four parts, the student will do what each read-aloud direction asks on its part of the page (circle, color, draw, or mark) independently with at least 85% accuracy on worksheet parts done as directed, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher reads aloud the direction for each part of a worksheet with three or four parts
- Behavior
- The student will do what each read-aloud direction asks on its part of the page (circle, color, draw, or mark) independently
- Criteria
- With at least 85% accuracy on worksheet parts done as directed, 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 worksheet parts done as directed
- 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, when the teacher reads aloud the direction for each part of a worksheet with three or four parts, the student will do what each read-aloud direction asks on its part of the page (circle, color, draw, or mark) independently with at least 85% accuracy on worksheet parts done as directed, 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.