Follow concept words in classroom directions
When to use this goal
For young students who show basic concepts (first, last, top, bottom, behind, around) in therapy tasks (sl-rec-001) but miss them in real classroom directions. This template measures carryover to class routines and worksheets. Base the choice on therapy concept data and teacher reports.
- Baseline
- Ask the teacher for the concept words used most in daily directions and observe two class periods, recording each concept direction and the student's response. Note whether the student waits and copies peers, which can hide a concept gap.
- Tips
- Each concept direction is one opportunity. Score correct when the concept part is done as stated (the name is at the top, not the bottom) on the first try. Copying a peer is noted and scored not correct, since it does not show the concept. Share the concept list with the teacher so directions use consistent words.
- Limits
- Class directions vary from day to day, so the number of opportunities may be fewer than 10; score the first 10 observed. The goal does not measure multi-step directions (see executive function) or attention to the direction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-024.
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Goal
By the annual IEP review date, during classroom routines when the teacher gives a direction with a basic concept (such as "Put your name at the top" or "Stand behind the line"), the student will carry out the direction with the concept done as stated independently in at least 8 of 10 opportunities, on 3 of 4 weekly classroom observations, as measured by direct observation collected weekly during a 20-minute classroom observation.
Baseline: 4 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. Direct observation 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 Receptive 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 - Receptive Language
- Baseline
- 4 of 10 opportunities.
- Annual goal433 characters
- By the annual IEP review date, during classroom routines when the teacher gives a direction with a basic concept (such as "Put your name at the top" or "Stand behind the line"), the student will carry out the direction with the concept done as stated independently in at least 8 of 10 opportunities, on 3 of 4 weekly classroom observations, as measured by direct observation collected weekly during a 20-minute classroom observation.
- Timeframe
- By the annual IEP review date
- Condition
- During classroom routines when the teacher gives a direction with a basic concept (such as "Put your name at the top" or "Stand behind the line")
- Behavior
- The student will carry out the direction with the concept done as stated independently
- Criteria
- In at least 8 of 10 opportunities, on 3 of 4 weekly classroom observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during a 20-minute classroom observation
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:
- on 3 of 4 weekly classroom observations
- Collection schedule:
- weekly during a 20-minute classroom observation
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during classroom routines when the teacher gives a direction with a basic concept (such as "Put your name at the top" or "Stand behind the line"), the student will carry out the direction with the concept done as stated independently in at least 8 of 10 opportunities, on 3 of 4 weekly classroom observations, as measured by direct observation collected weekly during a 20-minute classroom observation.
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.