Give directions a partner can follow in a barrier game
When to use this goal
For students whose directions leave out the information a listener needs (which one, where, how many), so partners cannot follow them. Base the choice on a barrier task sample. For explaining a whole task step by step, see sl-nar-013.
- Baseline
- Run a 5-item barrier task and record, for each direction, whether the partner's result matched without questions, after a question, or not at all. Note what information is usually missing. Check that the student has the position and attribute vocabulary needed (sl-sem-010, sl-rec-012).
- Tips
- Each item in the barrier task is one opportunity. Score correct when the partner completes the step correctly from the student's direction alone; a correction after the partner asks is recorded as prompted. The partner should follow the direction exactly as given, including mistakes, so the student sees the effect. Keep the item set at five and vary the items.
- Limits
- Barrier games are structured and cooperative; real directions happen in noisier settings. Partner skill affects results, so use a trained adult partner for probes. The goal does not measure the student's ability to follow directions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-013.
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Goal
By the annual IEP review date, during a barrier game in which the student must direct a partner to build or arrange the same set of 5 items, the student will give directions that name the item, its attributes, and its location precisely enough that the partner completes each step correctly independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 Expressive Language.
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 - Expressive Language
- Baseline
- 1 of 5 opportunities.
- Annual goal463 characters
- By the annual IEP review date, during a barrier game in which the student must direct a partner to build or arrange the same set of 5 items, the student will give directions that name the item, its attributes, and its location precisely enough that the partner completes each step correctly independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a barrier game in which the student must direct a partner to build or arrange the same set of 5 items
- Behavior
- The student will give directions that name the item, its attributes, and its location precisely enough that the partner completes each step correctly independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a barrier game in which the student must direct a partner to build or arrange the same set of 5 items, the student will give directions that name the item, its attributes, and its location precisely enough that the partner completes each step correctly independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.