Follow directions with two or three key words
When to use this goal
For young students who follow directions only when the context gives away the answer ("Give me the cup" when only a cup is there). Counting the key words the student must listen to ("Put the big spoon in the bag" has three choices to make) gives a clear level. Base the choice on the SLP's assessment.
- Baseline
- Start with one key word (choose the cup from two items), then two, then three, with 5 items at each level, and find the highest level the student reaches with 80% accuracy. Avoid gestures and glances toward items while giving the direction.
- Tips
- Count a key word only when there is a real choice for it (if only one spoon is present, "spoon" is not a key word). Score correct when every key word is acted on. Use familiar toys and objects. Teach families to vary items so directions require listening.
- Limits
- Key-word levels depend on vocabulary; unknown words will lower scores for vocabulary reasons. The goal does not cover multi-step directions (sl-rec-016).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-037.
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Goal
By the annual IEP review date, given 10 spoken directions with 2 key words and a set of objects with choices for each (such as "Give the teddy the cup" with two toys and two objects), the student will carry out the direction with every key word acted on as stated independently with at least 80% accuracy on key-word directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 30% accuracy.
- Annual goal453 characters
- By the annual IEP review date, given 10 spoken directions with 2 key words and a set of objects with choices for each (such as "Give the teddy the cup" with two toys and two objects), the student will carry out the direction with every key word acted on as stated independently with at least 80% accuracy on key-word directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken directions with 2 key words and a set of objects with choices for each (such as "Give the teddy the cup" with two toys and two objects)
- Behavior
- The student will carry out the direction with every key word acted on as stated independently
- Criteria
- With at least 80% accuracy on key-word directions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on key-word 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 spoken directions with 2 key words and a set of objects with choices for each (such as "Give the teddy the cup" with two toys and two objects), the student will carry out the direction with every key word acted on as stated independently with at least 80% accuracy on key-word 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. Sheets print blank; no student data is stored.