Follow two-step directions in classroom routines
When to use this goal
For preschoolers who follow one-step group directions (fn-pk-004) and now need to follow two related steps, such as get your cup and sit at the table. Present levels in receptive language from the SLP and teacher decide fit.
- Baseline
- Score 10 two-step directions across routines over 3 days. Count correct only when both steps were done in order without repeating the direction. Note whether the second step is the one missed; that suggests a memory support.
- Tips
- Give directions once, with a short pause between steps at first. Use routine directions that make sense together. Accept responses in the student's language; give directions in the home language when possible.
- Limits
- Directions with unfamiliar words test vocabulary, not following directions; keep words familiar. Hearing should be checked if the student misses many directions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-031.
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Goal
By the annual IEP review date, during daily routines, when the adult gives a two-step direction to the student or a small group, the student will complete both steps of the direction in order independently in at least 8 of 10 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily, scoring ten routine directions.
Baseline: 2 of 10 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. Opportunity (trial) recording 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 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
- 2 of 10 opportunities.
- Annual goal369 characters
- By the annual IEP review date, during daily routines, when the adult gives a two-step direction to the student or a small group, the student will complete both steps of the direction in order independently in at least 8 of 10 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily, scoring ten routine directions.
- Timeframe
- By the annual IEP review date
- Condition
- During daily routines, when the adult gives a two-step direction to the student or a small group
- Behavior
- The student will complete both steps of the direction in order independently
- Criteria
- In at least 8 of 10 opportunities, on 3 of 4 consecutive data days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, scoring ten routine directions
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 8 of 10 opportunities
- Mastery rule:
- on 3 of 4 consecutive data days
- Collection schedule:
- daily, scoring ten routine directions
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during daily routines, when the adult gives a two-step direction to the student or a small group, the student will complete both steps of the direction in order independently in at least 8 of 10 opportunities, on 3 of 4 consecutive data days, as measured by opportunity-by-opportunity data collected daily, scoring ten routine directions.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.