Ask for clarification on unclear directions
When to use this goal
For students who guess or do nothing when a direction is unclear, producing wrong work rather than asking. Base the choice on present levels in recognizing confusion and in communication; planned unclear directions give the opportunities.
- Baseline
- Plan 5 directions with a missing piece over 2 or 3 work periods and record whether the student asked before starting, started and asked later, or guessed. Note which kind of gap (place, number, word) the student notices least.
- Tips
- Tell the student that supervisors sometimes leave things out and that asking is expected. Mix in clear directions so the student does not ask about everything. Supervisors should answer briefly and praise the question.
- Limits
- Planned gaps can become predictable; vary them. Some students ask reflexively without listening; score only questions that target the missing information.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-010.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when given a work direction that is missing information (a location, a quantity, or a tool) during a school-based job, the student will ask the supervisor a question that gets the missing information before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned unclear direction per work period, summarized every five.
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. 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 Vocational & Work 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
- Transition & Postsecondary Skills - Vocational & Work Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal467 characters
- By the annual IEP review date, when given a work direction that is missing information (a location, a quantity, or a tool) during a school-based job, the student will ask the supervisor a question that gets the missing information before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned unclear direction per work period, summarized every five.
- Timeframe
- By the annual IEP review date
- Condition
- When given a work direction that is missing information (a location, a quantity, or a tool) during a school-based job
- Behavior
- The student will ask the supervisor a question that gets the missing information before starting independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- One planned unclear direction per work period, summarized every five
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:
- across 3 consecutive data collection periods
- Collection schedule:
- one planned unclear direction per work period, summarized every five
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a work direction that is missing information (a location, a quantity, or a tool) during a school-based job, the student will ask the supervisor a question that gets the missing information before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected one planned unclear direction per work period, summarized every five.
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.