Follow directions with in, on, and under
When to use this goal
For children who follow directions with objects but not the position words in them (put the block in the box, sit on the chair, look under the table). Present levels in receptive language and in following one-step directions (fn-pk-004) decide the set of words.
- Baseline
- Probe each position word 4 times with different objects (12 items for three words). A child who always puts the object in the container regardless of the word is responding to the materials, not the word; vary the containers.
- Tips
- Use the words during real routines (coat on the hook, shoes under the bench) so they are heard many times a day. Add next to, behind, and in front of as the first three are mastered. Coordinate with the SLP, who may target the same concepts.
- Limits
- Position words in pictures are harder than with real objects; the third condition is a later step. Does not measure using the words expressively.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-016.
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Goal
By the annual IEP review date, given an object and a container and asked to put it in, on, or under, the student will place the object or self in the position named independently with at least 90% accuracy on position direction items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% 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. Opportunity (trial) recording 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 35% accuracy.
- Annual goal331 characters
- By the annual IEP review date, given an object and a container and asked to put it in, on, or under, the student will place the object or self in the position named independently with at least 90% accuracy on position direction items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an object and a container and asked to put it in, on, or under
- Behavior
- The student will place the object or self in the position named independently
- Criteria
- With at least 90% accuracy on position direction items, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 position direction items
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an object and a container and asked to put it in, on, or under, the student will place the object or self in the position named independently with at least 90% accuracy on position direction items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.