Act on indirect instructions in class
When to use this goal
For older students who follow direct instructions but miss indirect ones ("The bell is about to ring" meaning pack up; "It's getting loud in here" meaning lower voices; "Your lab partner looks lost" meaning help them). Teachers and supervisors often speak this way. Base the choice on class observation and the student's input about what is confusing.
- Baseline
- Collect 10 indirect statements the student's teachers actually use. Present them in role-play and record each response. Ask the student which teacher talk they find confusing; this is useful data and gives the student a voice in the goal.
- Tips
- Each indirect statement is one opportunity. Asking "Do you want us to pack up?" counts as correct; checking is a strong strategy. Also share with teachers that direct instructions help many students; the goal is a shared responsibility, and the student is not at fault for literal interpretation.
- Limits
- Indirect speech varies by speaker and culture. The goal does not measure sarcasm or humor (see pragmatic language). Class data depend on how often teachers speak indirectly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-033.
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Goal
By the annual IEP review date, during class when the teacher gives an indirect instruction or hint to the group, the student will act on what the speaker means or ask a clarifying question about what to do 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: 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 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
- 3 of 10 opportunities.
- Annual goal366 characters
- By the annual IEP review date, during class when the teacher gives an indirect instruction or hint to the group, the student will act on what the speaker means or ask a clarifying question about what to do 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 when the teacher gives an indirect instruction or hint to the group
- Behavior
- The student will act on what the speaker means or ask a clarifying question about what to do 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 when the teacher gives an indirect instruction or hint to the group, the student will act on what the speaker means or ask a clarifying question about what to do 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.