Follow written directions on a package or recipe card
When to use this goal
For students who can read short sentences but do not use written directions to do a task, skipping steps or doing them out of order. Present levels in reading and the number of steps the student can hold decide the length of the directions.
- Baseline
- Observe 2 tasks with different directions and mark each step as done in order without a prompt. Note whether the student read the directions at all; many start from the materials and never look at the card.
- Tips
- Edit the task steps to match the number of directions in the card used. Use tasks with a visible result (a snack, an assembled packet) so checking the result is meaningful. This skill supports cooking, job tasks, and test directions.
- Limits
- Directions with unfamiliar vocabulary test reading, not direction-following; pre-teach the words. Task difficulty varies between cards, so keep the step count and vocabulary level stable within a reporting period.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-008.
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Goal
By the annual IEP review date, given a package or recipe card with 4 to 6 numbered written directions and the needed materials, the student will complete the task by following the written directions in order, performing at least 5 of 6 steps independently, on 3 consecutive tasks, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 2 of 6 steps independently.
- Annual goal339 characters
- By the annual IEP review date, given a package or recipe card with 4 to 6 numbered written directions and the needed materials, the student will complete the task by following the written directions in order, performing at least 5 of 6 steps independently, on 3 consecutive tasks, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a package or recipe card with 4 to 6 numbered written directions and the needed materials
- Behavior
- The student will complete the task by following the written directions in order
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive tasks
- 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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive tasks
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a package or recipe card with 4 to 6 numbered written directions and the needed materials, the student will complete the task by following the written directions in order, performing at least 5 of 6 steps independently, on 3 consecutive tasks, 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. Reads the first direction before touching the materials | ||||||||
| 2. Completes step 1 as written | ||||||||
| 3. Completes step 2 as written | ||||||||
| 4. Completes step 3 as written | ||||||||
| 5. Completes step 4 as written | ||||||||
| 6. Checks the result against the final direction or picture | ||||||||
| 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: 5 of 6).
- 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.