Follow spoken directions on a map or diagram
When to use this goal
For older students who follow simple spatial words but not the spatial language of maps, diagrams, and floor plans (northeast of, parallel to, the second row from the bottom, label the upper left). This language appears in science, social studies, math, and wayfinding. Base the choice on the SLP's assessment and class work.
- Baseline
- Give 10 directions with a mix of compass, position, and ordinal words and record which word types cause errors. Check that left and right are secure first.
- Tips
- Score correct when the mark matches the direction. Use maps and diagrams from the student's classes. Floor plans support real wayfinding in new buildings.
- Limits
- Visual-spatial skills affect performance as much as language; consult the OT or teacher if the student struggles on visual tasks without language. The goal does not measure independent travel.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-044.
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Goal
By the annual IEP review date, given 10 spoken directions about a map, diagram, or floor plan from class (such as "Label the river east of the capital"), the student will mark, label, or point to the location on the map or diagram that the direction names independently with at least 80% accuracy on map and diagram directions, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal440 characters
- By the annual IEP review date, given 10 spoken directions about a map, diagram, or floor plan from class (such as "Label the river east of the capital"), the student will mark, label, or point to the location on the map or diagram that the direction names independently with at least 80% accuracy on map and diagram directions, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken directions about a map, diagram, or floor plan from class (such as "Label the river east of the capital")
- Behavior
- The student will mark, label, or point to the location on the map or diagram that the direction names independently
- Criteria
- With at least 80% accuracy on map and diagram directions, in 3 of 4 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on map and diagram directions
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken directions about a map, diagram, or floor plan from class (such as "Label the river east of the capital"), the student will mark, label, or point to the location on the map or diagram that the direction names independently with at least 80% accuracy on map and diagram directions, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
| 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.