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Following Multi-Step Directions IEP goals

Following multi-step directions means holding several steps in mind and carrying them out in order. Errors can come from attention, working memory, language, or reading, so present levels should show where the breakdown happens. Goals usually count opportunities in which all steps were completed in order.

5 templates · Not yet educator-reviewed · How we write and review goals

Sample following multi-step directions goals

Numbers are illustrative. Set targets from the student's own baseline data.

  • Unreviewed draftK-2, 3-5Opportunities

    Follow three-step oral directions in order

    Following oral multi-step directions

    By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draft3-5, 6-8Opportunities

    Complete each step of written assignment directions

    Following written multi-step directions

    By the annual IEP review date, when given an assignment with written directions containing three or four steps, the student will complete each step of the written directions in order independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5, 6-8Opportunities

    Follow multi-step directions given to the whole group

    Following group-delivered directions

    By the annual IEP review date, when a multi-step direction is given to the whole class, the student will follow the steps of the group direction in the order given without an individual repetition of the direction in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during two selected routines.

    Customize this goalOpportunity tracker
  • Unreviewed draftK-2, 3-5Opportunities

    Follow directions that contain before, after, or if

    Directions with sequence and condition words

    By the annual IEP review date, when given a two- or three-step oral direction containing words such as before, after, or if, the student will carry out the steps in the order and under the conditions the direction specifies independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.

    Customize this goalOpportunity tracker
  • Unreviewed draft3-5, 6-8Percent accuracy

    Complete all required parts of multi-part assignment items

    Completing every required part of multi-part items

    By the annual IEP review date, given an independent assignment in which each item has two or more required parts (for example, solve, show work, and label), the student will complete the required parts of each item as stated in the directions independently with at least 90% accuracy on required direction components, on 4 of 5 consecutive assignments, as measured by work-sample analysis collected weekly.

    Customize this goalAccuracy tracker

Executive Function · Following Multi-Step Directions

Customize a goal

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Number of opportunities in which the behavior is demonstrated, out of a fixed number.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

Baseline: 1 of 5 opportunities.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Opportunity (trial) recording can produce opportunities data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Following Multi-Step Directions.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.

Opportunity tracker

Opportunities
Student label:
 
Target:
in at least 4 of 5 opportunities
Mastery rule:
across 3 consecutive sessions
Collection schedule:
twice weekly
Method:
Opportunity (trial) recording
Data collector:
 

Goal: By the annual IEP review date, when given a three-step oral direction by an adult during classroom routines, the student will complete all three steps of the direction in the order given without a repetition of the direction in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred

Opportunity tracker
DateActivity / context12345# + (of 5)Notes

Preview shows 4 of 12 rows.

  • Record up to 5 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Prefer more room? Open this template in the full builder.

skill_page

What following multi-step directions involves

  • Listening to or reading the whole direction before starting
  • Holding the steps in mind while acting
  • Completing steps in the stated order
  • Following directions given to a group, not only individually
  • Responding to sequence and condition words such as before, after, and if

Baseline and measurement considerations

  • Opportunity recording fits: each direction is one opportunity scored as all steps completed in order or not.
  • Keep a list of planned probe directions so length and vocabulary stay comparable.
  • Record which step is missed; patterns guide instruction.
  • Check hearing, receptive language, and reading before attributing errors to executive function.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.

Common mistakes when writing following multi-step directions goals

  • Writing "will follow directions" without stating how many steps or what kind.
  • Using unfamiliar vocabulary so the goal measures word knowledge instead of sequence.
  • Repeating directions during data collection without recording the repeat as support.
  • Ignoring the difference between individual and group delivery.

Frequently asked questions

Should I start with two-step or three-step directions?

Start where present levels show the student is partially successful, often two-step related directions. Use the progression to move from related to unrelated steps and then to three steps.

When should the speech-language pathologist be involved?

When errors involve concept words (before, after, unless) or vocabulary, or when the student has a language goal already. Coordinating avoids duplicate or conflicting goals.

Does repeating the direction count as independent?

No. Record a repetition as a support level. The goal can name "with one repetition" as an intermediate support if that matches present levels.

Do these goals need short-term objectives or benchmarks?

Federal rules require short-term objectives or benchmarks for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). States and districts may require them for more students, so check local policy. Many teams add them anyway because they make progress reports clearer.

References

IEP Atlas is a drafting aid. Every goal is a starting point that needs to be individualized from assessment data and reviewed by the IEP team. It does not determine compliance or appropriateness for any student.