Following Multi-Step Directions IEP goals for high school (grades 9 to 12)
22 of the following multi-step directions templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
22 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Following Multi-Step Directions Executive Function
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.
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.
Ask for a direction to be repeated when unsure
Asking for a repetition when unsure
By the annual IEP review date, when a multi-step direction is given and the student has missed or forgotten part of it, the student will ask the adult to repeat or clarify the direction before starting independently in at least 4 of 5 opportunities, across 3 consecutive weekly summaries, as measured by direct observation collected daily during two routines and summarized weekly.
Follow four- to five-step directions using a written checklist
Four- and five-step directions with a checklist
By the annual IEP review date, when given a set of four or five written steps for a classroom task, the student will complete each step in order, checking off each one on the list independently with at least 90% accuracy on direction steps completed in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Complete a multi-step direction on the class platform
Multi-step directions on a digital platform
By the annual IEP review date, when given a three- to four-step direction for a digital assignment (open, complete, attach, submit), the student will complete every step of the digital direction in order so the work is submitted independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow directions that include a quantity or an exception
Directions with quantities and exceptions
By the annual IEP review date, when given a direction that includes a quantity, a subset, or an exception (only the even items, all except number 4, the first three), the student will carry out the direction with the stated quantity, subset, or exception applied independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
High school following multi-step directions goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
Frequently asked questions
How do following multi-step directions goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.