Listen to the whole direction before starting
When to use this goal
For primary students who start a worksheet or activity after the first few words of the direction and then do it wrong. Present levels decide fit. A finger-on-lips or pencil-down cue shows the direction is still going.
- Baseline
- Record 5 or more directions: whether the student started before the direction ended and whether the first step was right. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Keep directions short. Score an opportunity as met when the student waited and named the first step. Pair with multi-step directions goals if the steps are the problem.
- Limits
- Does not measure following all the steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-010.
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Goal
By the annual IEP review date, when the teacher gives directions for a worksheet or activity, the student will keep the pencil down until the direction ends and then say or point to the first step before starting independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Impulse Control & Inhibition.
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 - Impulse Control & Inhibition
- Baseline
- 1 of 5 opportunities.
- Annual goal336 characters
- By the annual IEP review date, when the teacher gives directions for a worksheet or activity, the student will keep the pencil down until the direction ends and then say or point to the first step before starting independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives directions for a worksheet or activity
- Behavior
- The student will keep the pencil down until the direction ends and then say or point to the first step before starting independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher gives directions for a worksheet or activity, the student will keep the pencil down until the direction ends and then say or point to the first step before starting independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.