Follow directions that contain basic concepts
Live goal preview
By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (e.g., under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Receptive Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For young students whose language assessment shows difficulty with basic concepts (spatial, quantity, and descriptive words) that teachers use in directions. Present levels, a basic concepts assessment, and observation, not grade, decide fit. For broader classroom multi-step directions, see ef-dir-001; for directions with before, after, or if, see ef-dir-004.
- Baseline considerations
- Present one-, two-, and three-step directions with a range of concept words and record each response. Identify which concepts are already known and which are not. Check hearing screening results and attention to rule out other reasons for errors.
- Usage notes
- Score a direction correct only when every step is carried out as stated, with each concept word acted on correctly. Independent means the direction is said once, with no repetition, gesture, or model. Avoid gestures or glances toward the answer, which give away the concept. Teach and probe concepts in groups the SLP chooses from assessment; untaught concepts can be probed occasionally to check generalization.
- Known limitations
- Direction length, memory, and attention all affect performance; analyze errors to see whether concepts or the number of steps cause them. Structured tasks with objects may not reflect classroom performance. The template does not diagnose a language disorder.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-rec-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on directions
- 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, given 10 oral directions of up to three steps containing basic concepts (e.g., under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.