Follow directions with the language of instruction
When to use this goal
For students who follow everyday directions but miss academic direction language: underline, every other, the paragraph above, label, in the margin, skip, the following. These words are rarely taught but appear in every class. Base the choice on work samples with direction errors and the SLP's assessment.
- Baseline
- Collect three work samples where directions were missed and list the direction words involved. Then give 10 spoken directions on a practice page and record which words cause errors (location words such as above, below, margin; quantity words such as every other, each, both).
- Tips
- Each direction is one opportunity, scored correct when every part of it is done as stated. Asking for a repeat is a good strategy and is allowed when the support says so. Pull direction words from the student's actual classes. For defining academic test verbs aloud, see sl-sem-022.
- Limits
- Errors can come from attention or reading rather than language; check by giving the same direction one part at a time. The goal does not measure written answers to the task.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-025.
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Goal
By the annual IEP review date, during class work when the teacher gives a spoken direction with academic direction words (such as "Underline every other word in the second paragraph"), the student will carry out each direction on the page as stated, including the location and the action word independently in at least 8 of 10 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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. 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 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 goal453 characters
- By the annual IEP review date, during class work when the teacher gives a spoken direction with academic direction words (such as "Underline every other word in the second paragraph"), the student will carry out each direction on the page as stated, including the location and the action word independently in at least 8 of 10 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During class work when the teacher gives a spoken direction with academic direction words (such as "Underline every other word in the second paragraph")
- Behavior
- The student will carry out each direction on the page as stated, including the location and the action word independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during class work when the teacher gives a spoken direction with academic direction words (such as "Underline every other word in the second paragraph"), the student will carry out each direction on the page as stated, including the location and the action word independently in at least 8 of 10 opportunities, across 3 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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.