Follow three- and four-step oral directions given once
When to use this goal
For students who follow two-step directions but lose later steps in longer ones, which affects class assignments and lab or art instructions. Base the choice on a directions probe and classroom observation. If the issue is organizing the task rather than hearing the direction, see the executive function area.
- Baseline
- Give 10 directions each at two, three, and four steps and record which steps are missed (often the middle ones). Note whether errors are omitted steps, wrong order, or wrong actions. Check whether the student asks for a repeat, which is a strategy to build (sl-lis-010).
- Tips
- Score a direction correct only when every step is done in order. Say each direction once at a normal pace with no gestures. Restating before starting is a memory strategy worth teaching and is listed as a support; once it is automatic, it can count as independent. Keep direction length and vocabulary consistent across probes.
- Limits
- Directions with unfamiliar vocabulary test vocabulary, not listening; keep words known. Working memory limits how many steps anyone holds; the target should be realistic for the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-002.
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Goal
By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal350 characters
- By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 three-step oral directions spoken once, using classroom materials
- Behavior
- The student will carry out all steps of the direction in the order given independently
- Criteria
- With at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions
- 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 multi-step directions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, 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.