Write how-to directions with materials and ordered steps
When to use this goal
For students who can describe a routine orally but whose written directions skip steps, list them out of order, or leave out what is needed. Base the choice on writing samples and the student's ability to sequence orally.
- Baseline
- Score two or three how-to pieces about tasks the student can already do, with each row scored 0 to 3. Have a peer or adult try to follow the directions; a missing step shows up quickly and gives a clear, concrete reason for the score.
- Tips
- Pick tasks the student performs often so sequencing, not recall, is measured. Acting the task out or sequencing picture cards before writing is a reasonable instructional support; record it if it was used. The same rubric works for typed or dictated directions.
- Limits
- Task complexity varies: a four-step task is easier than a ten-step one, so keep tasks comparable across samples. The rubric scores structure, not sentence quality. Students may know a task so well that they skip steps that seem obvious to them, which is a reason for the peer check.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-011.
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Goal
By the annual IEP review date, given a familiar task to explain (for example, making a sandwich or playing a game) and a 20-minute writing period, the student will write how-to directions that name the task, list the materials, and give the steps in order independently, earning a score of at least 10 out of 12 on a 12-point how-to writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 4 out of 12 rubric points.
- Annual goal461 characters
- By the annual IEP review date, given a familiar task to explain (for example, making a sandwich or playing a game) and a 20-minute writing period, the student will write how-to directions that name the task, list the materials, and give the steps in order independently, earning a score of at least 10 out of 12 on a 12-point how-to writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a familiar task to explain (for example, making a sandwich or playing a game) and a 20-minute writing period
- Behavior
- The student will write how-to directions that name the task, list the materials, and give the steps in order independently
- Criteria
- Earning a score of at least 10 out of 12 on a 12-point how-to writing rubric, on 3 of 4 consecutive scored writing samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a 12-point how-to writing rubric
- Mastery rule:
- on 3 of 4 consecutive scored writing samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a familiar task to explain (for example, making a sandwich or playing a game) and a 20-minute writing period, the student will write how-to directions that name the task, list the materials, and give the steps in order independently, earning a score of at least 10 out of 12 on a 12-point how-to writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Title or first sentence names the task | Lists the materials needed | Steps are complete and in the correct order | Order words or numbers signal the sequence | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point how-to writing rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.