Follow a one- or two-step direction given once to the whole group
When to use this goal
For students who follow directions when an adult says them individually but miss directions given to the whole class once. The skill is attending to and acting on group-directed speech. Base the choice on classroom observation and hearing screening results. For directions with concept words, see sl-rec-001; for longer sequences, see ef-dir templates.
- Baseline
- Observe 10 group directions in class and record whether the student starts within 10 seconds, waits to copy peers, or needs an individual repeat. Compare with individually given directions. Check hearing screening results and classroom noise; both change the picture.
- Tips
- Score correct when the student carries out every step within about 10 seconds without an individual repeat. Copying a peer after a delay is scored as not independent; note it, because it shows the student is using a strategy. An attention signal before directions helps everyone and is a reasonable support. Teachers can collect this with a simple tally.
- Limits
- Group directions vary in length and clarity between teachers; keep the observed routine consistent. Attention and hearing both affect this skill, so a low score needs follow-up to find the reason. The template does not diagnose a language or hearing difference.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-001.
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Goal
By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Listening Comprehension & Auditory Processing.
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 - Listening Comprehension & Auditory Processing
- Baseline
- 40% accuracy.
- Annual goal440 characters
- By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug")
- Behavior
- The student will independently carry out the direction within 10 seconds without it being repeated individually
- Criteria
- With at least 80% accuracy on group directions, across 3 consecutive weekly observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on group directions
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.