Restate a direction in their own words before starting
When to use this goal
For students who start tasks without having taken in the direction, and who benefit from saying it back. Restating is both a check and a memory strategy. Base the choice on observation of how the student starts tasks.
- Baseline
- Give 10 directions and ask the student to say them back before starting; record whether every step was included. Also note whether the student restates on their own in class. Compare with how often the student completes the direction correctly, to show the strategy's value.
- Tips
- Each direction is one opportunity, scored correct when the restatement includes every step in a usable order (exact words not required). For the first behavior, the student restates without being asked; for the second, being asked is the support. Teachers can use the check-in question with the whole class so the student is not singled out.
- Limits
- Restating shows the direction was heard and held, not that it will be carried out. Students may find restating aloud embarrassing in middle school; a quiet or written version works.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-003.
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Goal
By the annual IEP review date, given 10 two- or three-step oral directions during a structured session, the student will restate the direction in their own words, including every step, before starting independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
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 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
- 3 of 10 opportunities.
- Annual goal353 characters
- By the annual IEP review date, given 10 two- or three-step oral directions during a structured session, the student will restate the direction in their own words, including every step, before starting independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 two- or three-step oral directions during a structured session
- Behavior
- The student will restate the direction in their own words, including every step, before starting independently
- Criteria
- In at least 8 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- 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 two- or three-step oral directions during a structured session, the student will restate the direction in their own words, including every step, before starting independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected 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 | 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.