Give a partner clear directions during a shared task
When to use this goal
For students who know how to do a task but cannot tell a partner how, so they take over or the partner gets lost. Base the choice on language present levels and classroom observation. Directions can be spoken, signed, typed, shown on a device, or pointed out on a picture.
- Baseline
- Run a barrier game with 10 directions and record whether each direction named the item and the action well enough that the partner could follow it without guessing. Note what was missing (which item, where, or the action). Use materials the student finds interesting.
- Tips
- Each direction is one opportunity. Score correct when the direction includes the item and the action, and a typical partner could follow it. If the partner makes an error that the direction did not cause, it still counts. Rotate partners so the student practices with peers who need different amounts of detail.
- Limits
- A partner's skill affects whether directions are followed; score the direction, not the result. Barrier games are a lab task; check carryover into real partner work. The goal does not measure listening to the partner's directions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-039.
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Goal
By the annual IEP review date, during a barrier game in which the student describes a picture or block design for a partner to copy, the student will give a partner a direction that names the item and what to do with it (such as "Put the red block on top of the blue one") independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
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 Functional Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal417 characters
- By the annual IEP review date, during a barrier game in which the student describes a picture or block design for a partner to copy, the student will give a partner a direction that names the item and what to do with it (such as "Put the red block on top of the blue one") independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a barrier game in which the student describes a picture or block design for a partner to copy
- Behavior
- The student will give a partner a direction that names the item and what to do with it (such as "Put the red block on top of the blue one") independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a barrier game in which the student describes a picture or block design for a partner to copy, the student will give a partner a direction that names the item and what to do with it (such as "Put the red block on top of the blue one") independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
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.