Follow a spoken one-step direction in routines
When to use this goal
For children who follow directions only with a gesture or a model, and are ready to respond to the words. Present levels decide fit. Use directions that belong to the student's daily routines.
- Baseline
- List the directions the student hears every day. Give 10 of them across routines without a gesture and record whether the student carries out the direction, does it after a gesture, or does not respond.
- Tips
- Give the direction once, then wait. A gesture added later is scored as support. Choose directions with a clear end the student cares about (shoes on, then outside). Classroom group directions belong in preschool-readiness.
- Limits
- Routine directions are partly cued by the routine itself; check new directions too. The goal does not cover two-step directions or directions given to a group.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-028.
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Goal
By the annual IEP review date, during daily routines, when an adult gives a familiar one-step direction (such as "Get your cup", "Shoes on", "Put it in") without a gesture, the student will carry out the one-step direction within about 10 seconds independently in at least 8 of 10 opportunities, on 4 of 5 data collection days, as measured by opportunity-by-opportunity data collected daily during routines.
Baseline: 3 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 Early 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
- Speech & Language - Early Communication
- Baseline
- 3 of 10 opportunities.
- Annual goal407 characters
- By the annual IEP review date, during daily routines, when an adult gives a familiar one-step direction (such as "Get your cup", "Shoes on", "Put it in") without a gesture, the student will carry out the one-step direction within about 10 seconds independently in at least 8 of 10 opportunities, on 4 of 5 data collection days, as measured by opportunity-by-opportunity data collected daily during routines.
- Timeframe
- By the annual IEP review date
- Condition
- During daily routines, when an adult gives a familiar one-step direction (such as "Get your cup", "Shoes on", "Put it in") without a gesture
- Behavior
- The student will carry out the one-step direction within about 10 seconds independently
- Criteria
- In at least 8 of 10 opportunities, on 4 of 5 data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during routines
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 4 of 5 data collection days
- Collection schedule:
- daily during routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during daily routines, when an adult gives a familiar one-step direction (such as "Get your cup", "Shoes on", "Put it in") without a gesture, the student will carry out the one-step direction within about 10 seconds independently in at least 8 of 10 opportunities, on 4 of 5 data collection days, as measured by opportunity-by-opportunity data collected daily during routines.
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.