Say the next step in a familiar routine
When to use this goal
For young students who follow familiar routines but cannot yet say what comes next. Naming the next step is an early form of procedural language and supports later sequencing and retelling. Base the choice on the SLP's observation of routines and the student's verb vocabulary.
- Baseline
- Choose two or three routines the student does well and pause at five steps across a day. Record what the student says or does at each pause. A student who does the step without naming it is ready for this goal; one who does not know the step needs routine teaching first.
- Tips
- Each pause is one opportunity, scored correct when the student names the next step before doing it. Single words count. Pause only briefly and keep the routine moving; this should feel natural, not like a quiz. Classroom staff and families can collect data during real routines.
- Limits
- The goal works only with routines the student knows. It measures naming one step at a time, not explaining a whole routine. Some students do the step quickly without waiting; a brief adult pause is part of the condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-038.
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Goal
By the annual IEP review date, during a familiar routine (such as handwashing, snack setup, or a cooking activity) when the adult pauses and asks "What's next?", the student will say, sign, or select on their device the next step of the routine before doing it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times weekly.
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 goal410 characters
- By the annual IEP review date, during a familiar routine (such as handwashing, snack setup, or a cooking activity) when the adult pauses and asks "What's next?", the student will say, sign, or select on their device the next step of the routine before doing it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a familiar routine (such as handwashing, snack setup, or a cooking activity) when the adult pauses and asks "What's next?"
- Behavior
- The student will say, sign, or select on their device the next step of the routine before doing it independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times 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 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a familiar routine (such as handwashing, snack setup, or a cooking activity) when the adult pauses and asks "What's next?", the student will say, sign, or select on their device the next step of the routine before doing it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times 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 | # + (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.