60 Following Directions IEP Goals

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

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Helping students develop the ability to follow directions supports their success both in and outside the classroom, fostering independence and confidence. Writing strong, actionable following directions IEP goals will help students build essential skills for independence and success.

Whether it’s understanding a morning routine, participating in group activities, or completing tasks independently, the ability to follow directions is a skill that will follow your students into high school, college, the workplace, and beyond.

Creating an IEP goal for following directions requires careful planning to best support student growth. Our goal is to support educators in helping their students develop these essential skills.

Click here to jump down to the IEP goals.

What is Following Directions?

Basically, following directions just means understanding and executing what’s being asked of you. However, students should also be encouraged to ask for clarification or advocate for themselves if instructions are unclear, fostering both independence and comprehension. It involves listening (or reading), processing the information, understanding the expected action, planning next steps, and then acting.

Admittedly, that’s a lot of steps, and for students with learning differences, this task may be especially challenging as it requires cognitive, language, and sometimes even motor skills to work together seamlessly.

The ability to follow directions could range from simple, single-step directives like “pick up your pencil” to more complex, multi-step processes like “put your notebook on the desk, grab a red marker, and draw a circle.” Even functional tasks like “wash your hands and dry them” fall into this category, showing the real-life relevance of mastering this skill.

When you’re writing and setting IEP goals, you’ll need to have some variations come into play for different students, of course, depending on their unique needs. Encouraging student input in goal-setting can help foster self-advocacy and ensure that goals align with their strengths and personal learning styles. Your goals can be built around auditory or visual instructions, following multi-step procedures, or even interpreting non-verbal cues.

The key is to write tailored goals that match your students’ needs, rather than use some sort of cookie-cutter template. While we’ll give you some helpful examples of IEP goals you can write to help students get better at following directions, diversity and personalization in writing will allow you to address the specific challenges each student faces while still making measurable progress.

What Are Examples of Following Directions IEP Goals?

There are plenty of creative ways to tackle following directions for IEPs, mainly by breaking tasks down and customizing them for individual students’ needs.

Some students may require single-step direction goals. For example, the goal might state, “[Student] will follow one-step verbal commands like ‘stand up’ or ‘sit down’ with 90% accuracy during classroom activities.”

For kids who are more advanced, you would expand on this, such as, “[Student] will follow two-step directions that include a transition, like ‘grab your book and move to the front of the room,’ during structured classroom activities with 80% accuracy.”

Other goals might target non-verbal directions to help students interpret gestures, facial expressions, or visual cues like arrows on a chart. For example, “[Student] will correctly respond to three familiar non-verbal cues, such as pointing or hand gestures, during small-group activities with 4 out of 5 accuracy.”

Finally, you can even create goals to work on improving understanding of temporal or order-related directions, like “[Student] will sequence three-part instructions in order during task completion scenarios 8 out of 10 times.”

Why is Following Directions Important?

Developing the ability to follow directions provides your students with important tools they need to function as adults, both academically and socially. Fostering autonomy helps students understand when and how to ask questions, seek clarification, or adapt directions to fit their individual needs, reinforcing both their independence and critical thinking skills. Beyond the classroom, these skills carry into adult life, supporting your students’ independence in daily living tasks and even fostering success in the workplace.

Following directions helps students engage in group activities, recess games, and class transitions while also developing essential social and problem-solving skills that support both collaboration and autonomy. At the same time, fostering autonomy means students should feel empowered to ask for clarification, seek alternatives when necessary, and develop self-advocacy skills. By learning to follow directions, students build essential skills for independence, critical thinking, and effective communication, while also developing the ability to assess, adapt, and advocate for themselves in different situations.

Socially, learning to follow directions fosters inclusion and teamwork. When students are able to successfully follow the rules of a group activity or game, they feel more connected to their peers. This sense of accomplishment and belonging is essential for building confidence, and for children who struggle with these skills, small wins can often make a huge difference.

Later in life, the practical applications of following directions are vast. From juggling workplace tasks—like following a safety protocol or meeting deadlines—to managing personal responsibilities, such as cooking or following a bus schedule, this skill becomes a backbone for independent living.

60 Following Directions IEP Goals

Single-Step Directions Goals

1. By the end of the IEP period, when given a single verbal instruction, [Student Name] will follow the direction with 80% accuracy in 4 out of 5 classroom trials as measured by teacher data collection.
2. By the end of the IEP period, when provided with a visual prompt, [Student Name] will complete the single-step task within one minute with 90% accuracy in 3 out of 4 trials as measured by teacher observation.
3. By the end of the IEP period, when asked to choose between two items, [Student Name] will follow the direction accurately in 80% of observed opportunities during small-group activities as measured by teacher tally.
4. By the end of the IEP period, when provided with a verbal cue, [Student Name] will independently initiate a single-step task with 75% accuracy in 4 out of 5 trials as measured by teacher data collection.
5. By the end of the IEP period, when transitioning within a familiar routine, [Student Name] will follow single-step transitions with 85% accuracy in 3 out of 4 sessions as measured by teacher observation.
6. By the end of the IEP period, when asked to complete a familiar one-step direction without additional prompting, [Student Name] will do so successfully in 80% of observed instances across settings as measured by teacher checklist.
7. By the end of the IEP period, when given a two-step verbal instruction, [Student Name] will correctly complete both steps in sequence with 70% accuracy in 3 out of 5 opportunities as measured by teacher data.
8. By the end of the IEP period, when using a visual schedule, [Student Name] will transition to and initiate a single-step activity with 90% independence in 4 out of 5 trials during structured periods as measured by teacher observation.

Do your students struggle making basic decisions for themselves? Check out these independent functioning IEP goals.

Two-Step Directions Goals

1. By the end of the IEP period, when given two-step directions, [Student Name] will complete both tasks in order with 75% accuracy in 5 out of 6 classroom trials as measured by teacher data collection.
2. By the end of the IEP period, when provided visual supports alongside verbal two-step directions, [Student Name] will complete the tasks with 85% success in 3 out of 5 trials within one week as measured by teacher observation.
3. By the end of the IEP period, when listening to two-step instructions, [Student Name] will repeat the instructions aloud and complete both steps accurately with 80% consistency over 10 opportunities as measured by teacher tally.

Here are a few more IEP goals to help students who struggle generally with work completion.

Following Multi-Step Directions IEP Goal Examples

1. By the end of the IEP period, when provided 3- or 4-step instructions, [Student Name] will complete all steps in sequence with 70% accuracy in 4 out of 5 opportunities as measured by teacher data.
2. By the end of the IEP period, when given verbal prompts and visual supports for a 3-step task, [Student Name] will follow and complete all steps with 90% accuracy in 3 out of 5 small-group trials as measured by teacher observation.
3. By the end of the IEP period, when scaffolded support is faded, [Student Name] will independently follow a 4-step direction with 80% accuracy over a 6-week benchmark as measured by teacher records.
4. By the end of the IEP period, when presented with a familiar 2-step instruction, [Student Name] will complete the task with 85% accuracy in 4 out of 5 sessions as measured by teacher observation.
5. By the end of the IEP period, when provided a verbal prompt and modeling, [Student Name] will complete a 4-step routine with 75% accuracy in 3 out of 5 opportunities as measured by teacher data.
6. By the end of the IEP period, when required to follow 3-step written instructions, [Student Name] will complete all steps independently with 80% accuracy in 4 out of 5 trials as documented by teacher review.
7. By the end of the IEP period, when fading supports during a structured activity, [Student Name] will accurately execute a 5-step direction with 70% accuracy in 3 out of 4 opportunities as measured by teacher data.
8. By the end of the IEP period, when prompted with visual schedules or cues, [Student Name] will independently follow three sequential tasks with 90% accuracy in 4 out of 5 instances as measured by teacher observation.

If your student struggles working in a group, these peer interaction and social skills IEP goals can help.

Non-Verbal Directions Goals

1. By the end of the IEP period, when given a non-verbal cue such as a gesture or pictorial card, [Student Name] will complete the requested action within 30 seconds with 90% accuracy in 4 out of 5 trials as measured by teacher timing data.
2. By the end of the IEP period, when presented with a non-verbal signal, [Student Name] will interpret the cue and perform the task in 75% of observed transitions as measured by teacher tally.
3. By the end of the IEP period, when visual schedules or task cards are used, [Student Name] will independently follow non-verbal directions with 85% accuracy across the school term as measured by teacher observation.
4. By the end of the IEP period, when provided a sequence of images or symbols, [Student Name] will complete a multi-step task with 80% accuracy in 3 out of 5 trials as measured by teacher data.
5. By the end of the IEP period, during structured peer-interaction activities, [Student Name] will respond appropriately to non-verbal social cues in 70% of observed opportunities as measured by teacher tally.
6. By the end of the IEP period, when a preferred item or activity is indicated non-verbally, [Student Name] will make a corresponding choice or response with 90% accuracy across 5 consecutive opportunities as measured by teacher observation.
7. By the end of the IEP period, when a modeled demonstration of a behaviour is provided, [Student Name] will replicate the action with 85% accuracy in 4 out of 6 trials as measured by teacher data.
8. By the end of the IEP period, when a non-verbal transition signal is given, [Student Name] will comply and move as directed with minimal prompts in 3 out of 4 instances as measured by teacher observation.

Here are some IEP goals to help a student who struggles with organization.

Following Directions in Group Settings

1. By the end of the IEP period, when participating in group activities, [Student Name] will follow teacher directions without additional prompts with 80% accuracy in 4 out of 5 trials as measured by teacher data.
2. By the end of the IEP period, during cooperative tasks, [Student Name] will respond to peer instructions by completing the task with 85% success in 8 monitored opportunities as measured by teacher observation.
3. By the end of the IEP period, when working with a partner, [Student Name] will follow shared two-step instructions with 90% accuracy in 6 out of 8 opportunities as measured by teacher tally.
4. By the end of the IEP period, [Student Name] will follow multi-step verbal instructions from the teacher with 85% accuracy during 5 consecutive group activities as measured by teacher data.
5. By the end of the IEP period, during collaborative projects, [Student Name] will follow group roles and steps with 90% accuracy in 4 out of 5 trials as measured by teacher observation.
6. By the end of the IEP period, [Student Name] will follow peer-provided directions in peer-led activities with 80% accuracy in 7 sessions as measured by teacher tally.
7. By the end of the IEP period, when in a small group, [Student Name] will complete tasks assigned by peers with 85% success in 5 out of 6 opportunities as measured by teacher records.
8. By the end of the IEP period, [Student Name] will follow implicit group norms (e.g., waiting turn) with 75% consistency in 5 collaborative tasks as measured by teacher observation.
9. By the end of the IEP period, during center rotations, [Student Name] will move to the next activity as directed by peers in 4 out of 5 settings as measured by teacher tally.
10. By the end of the IEP period, [Student Name] will follow written group directions provided by peers with 90% accuracy in 6 out of 8 opportunities as measured by teacher records.
11. By the end of the IEP period, [Student Name] will follow sequential tasks assigned by a peer leader with 85% accuracy in 8 group tasks as measured by teacher observation.
12. By the end of the IEP period, when needed, [Student Name] will clarify instructions with a peer before starting a task in 4 out of 5 interactions as measured by teacher data.
13. By the end of the IEP period, [Student Name] will independently follow group-shared expectations with 80% consistency during cooperative sessions as measured by teacher observation.

If your student seems to be struggling to get started, these task initiation IEP goals might help.

Directions to Build Independence

1. By the end of the IEP period, when tasks are outlined, [Student Name] will ask clarifying questions and follow oral instructions to completion with 75% accuracy in 3 out of 4 trials as measured by teacher data.
2. By the end of the IEP period, when given a visual organizer, [Student Name] will independently complete listed tasks in sequence with 85% accuracy over a week-long schedule as measured by teacher observation.
3. By the end of the IEP period, when transitioning between stations, [Student Name] will use a checklist independently with 90% consistency across transitions in a 3-week timeframe as measured by teacher tally.
4. By the end of the IEP period, when given verbal and visual prompts, [Student Name] will gather required materials with 85% accuracy in 3 out of 4 trials as measured by teacher data.
5. By the end of the IEP period, when provided a step-by-step written guide, [Student Name] will complete a multi-step task with 80% accuracy in 3 consecutive opportunities as measured by teacher review.
6. By the end of the IEP period, [Student Name] will identify and ask for clarification when instructions are unclear with 75% consistency over classroom tasks as measured by teacher data.
7. By the end of the IEP period, using a timer or reminder system, [Student Name] will complete assigned tasks within the allotted time with 90% accuracy in 4 out of 5 trials as measured by teacher records.
8. By the end of the IEP period, [Student Name] will organize their workspace based on a checklist with 85% accuracy for three consecutive school days as measured by teacher observation.
9. By the end of the IEP period, when given visual cues, [Student Name] will follow a three-step sequence to complete a routine task with 80% accuracy over three weeks as measured by teacher data.
10. By the end of the IEP period, [Student Name] will transition between tasks without teacher prompts with 85% consistency across monitored transitions as measured by teacher tally.
11. By the end of the IEP period, using a planner, [Student Name] will track deadlines and complete assignments on time with 90% accuracy over one grading period as measured by teacher records.
12. By the end of the IEP period, when given a personal schedule, [Student Name] will prepare for daily activities with 85% accuracy over two weeks as measured by teacher observation.
13. By the end of the IEP period, [Student Name] will use a progress chart to self-monitor task completion with 75% accuracy across five instances as measured by teacher review.

For the student who needs support with self-monitoring or time management, these IEP goals can help.

Sustained Attention and Auditory Processing Goals

1. By the end of the IEP period, when given verbal instructions, [Student Name] will maintain eye contact, repeat the instruction, and complete the task with 80% success across five days as measured by teacher observation.
2. By the end of the IEP period, when listening to multi-step instructions, [Student Name] will remember and follow all steps with 75% accuracy over seven trials as measured by teacher data collection.
3. By the end of the IEP period, during small-group discussions, [Student Name] will follow at least two verbal cues with 85% consistency over one academic quarter as measured by teacher observation.
4. By the end of the IEP period, during whole-group activities, [Student Name] will remain on-task and respond appropriately to verbal prompts with 80% accuracy over five sessions as measured by teacher records.
5. By the end of the IEP period, when presented auditory information in lecture format, [Student Name] will take notes on key details with 70% accuracy across three trials as measured by teacher review.
6. By the end of the IEP period, given a series of oral instructions, [Student Name] will retain and execute all steps in order with 80% accuracy across six occasions in academic and functional settings as measured by teacher observation.
7. By the end of the IEP period, during peer interactions, [Student Name] will listen attentively and respond with relevant comments with 85% consistency over two months as measured by teacher tally.

Check out these IEP goals for working memory and attentional control.

How Do You Write an IEP Goal for Following Directions?

Writing IEP goals for following directions might seem intimidating, but it all just boils down to setting clear, measurable objectives. When you’re writing your goals, remember that they should always specify the task, the level of support needed to accomplish that task, and the criteria for success.

Here’s a simple formula you can use when writing an IEP goal for following directions:

• When given [instruction or task], the student will [demonstrate skill] with __% accuracy in __ out of __ trials [within a specific timeframe].

For example:

As you write, make sure the goals are tailored to the student’s levels of functioning and background. You’ll also need to check that other details, like the type of support provided, whether progress is assessed in group or individual settings, and any other specific steps involved, are considerations in your goals.

8 Evidence-Based Strategies for Teaching Following Directions

Now that you know how to write following directions IEP goals, the next step is ensuring students receive the right kind of instruction to make meaningful progress toward these goals.

Here are some tips:

1. Be Explicit in Your Instructions

Clear and concise instructions set your students up for success, so don’t leave anything to the imagination.

Avoid vague commands and try to specify exactly what’s expected. For example, instead of saying, “Get ready for lunch,” try, “Put your book on the desk, stand up, and line up at the door.” Being explicit minimizes misunderstanding and confusion, especially for students with disabilities.

Your students will also benefit from modeling here. If you want a student to pack their backpack, demonstrate the process step-by-step first. Modeling helps eliminate any possible ambiguity and gives students a visual reference for following through on tasks.

2. Give Instructions in a Clear, Step-Based Order

Whenever possible, split tasks into smaller, sequential steps, as this can significantly improve a child’s ability to follow multi-step directions. Do this in a way that prioritizes the logical order. For example, a directive like “First pick up your pencil, then write your name on the paper,” makes it easier for students to process and act.

When you are consistent in how you deliver instructions (and are able to do so in a logical way), you’ll allow your students to focus on one action at a time, which can reduce overwhelm and help promote greater attention to detail.

3. Pay Close Attention to the Number of Steps

The complexity of a direction often depends on the number of steps involved, and there is such a thing as too many steps.

Start with single-step tasks (e.g., “Pick up the ball”) and gradually advance to multi-step directions as a student’s readiness and strengths develop, ensuring that progress aligns with their individual learning needs. Determining what’s reasonable for a child’s developmental level—“within their zone of proximal development”—is critical when creating following directions goals for IEPs.

4. Use Checklists

Checklists can provide a visual aid for students struggling with working memory limitations, helping them stay organized and develop task independence. They serve as a reference point, helping your students self-monitor for themselves and to make sure all steps are completed without getting lost along the way.

For example, if the goal is to clean up after an art project, the checklist might look like this:

1. Put crayons back in the box.
2. Throw away scraps of paper.
3. Wipe the desk with a cloth.

As your students work through the steps, they can cross each one off, helping to increase their independence, accuracy, and even their self-efficacy as they do so.

5. Stage Assignments to Break Things into Smaller Parts

Complex instructions or assignments can overwhelm students with disabilities. Smart staging breaks bigger tasks into manageable chunks. Assignments that feel impossible to a student can suddenly seem achievable when split into smaller parts.

6. Include Prompts

For students who struggle with auditory processing, providing verbal or non-verbal prompts can reinforce instructions and ensure they remain on task. The prompts might include brief verbal cues (“Next, draw a star at the top of the page”) or even consist of visual aids like diagrams.

7. Let Learners Control the Rate of Instruction Delivery

Every student works at their own pace, so offering flexibility in how quickly instructions are delivered can be incredibly beneficial. Give written directions in addition to verbal ones or provide pre-recorded audio so students can revisit instructions as often as needed.

8. Have Students Teach or Repeat Back Instructions

The teach-back method is a cognitive goldmine for understanding. Have students restate instructions in their own words to confirm comprehension.

For example, after giving a direction like, “Put the scissors back in the drawer and wipe the desk,” ask the student, “What are you going to do first?” Having them explain solidifies the steps in their memory and ensures clarity.

Data Tracking Methods for Following Directions

Tracking progress on IEP goals for following directions is essential to understanding student growth and identifying areas where additional support may be needed. You can use observational checklists to record each step completed correctly and independently.

You can also measure latency (which is how long it takes for the child to begin the task) and the frequency and types of prompts needed.

Another practical tool that can help you out here is video recording. Review the recordings you take to help you monitor growth and identify potential sticking points in your student’s understanding.

Measuring Progress for Following Directions

In general, it’s best to assess your students’ progress through consistent, ongoing observation and data collection across a variety of contexts. For instance, while it’s important to make sure a student can follow multi-step directions in the classroom, you also need to make sure they are doing this well in the cafeteria, on the playground, and so on.

Include parents in the evaluation process, too. Ask them if the student can follow instructions at home, and what they might be struggling with or excelling at. This will give your assessment process a broader, more effective scope, and make sure the IEP goals you write are being generalized across environments.

Keep in mind that mastery isn’t just about completing tasks perfectly every time—it’s about consistent improvement. Provide regular feedback and adjust goals as needed to keep challenging your students and celebrating their progress.

Final Thoughts

As a teacher, you probably already know that helping students develop direction-following skills goes beyond meeting academic requirements—it’s about fostering their independence and ability to navigate various environments successfully.

Much more than that, it’s a life skill that will help your students function in the classroom and in the greater world that waits outside the school walls. Autonomy in decision-making is also a critical aspect of life skills, allowing students to determine when to follow directions and when to adapt them based on their needs and circumstances.

Kids with strong direction-following abilities feel more confident and more capable, as these skills support their independence and ability to engage meaningfully in various environments. Setting achievable, measurable goals ensures that each student can make progress in a way that aligns with their individual strengths and needs.

FAQ

What is the IEP goal for following multi-step directions?

An example goal for multi-step directions might be: “By the end of 12 weeks, the student will independently follow a three-step verbal direction three out of five times, as measured by teacher observation.”

What are the IEP goals for following rules?

IEP goals for following rules might include simple objectives like, “The student will demonstrate an understanding of classroom rules by complying with one-step teacher directives 90% of the time within six weeks.”

What is an example of a directional goal?

Directional goals focus on physical or spatial prompts. For instance, “When prompted, the student will point to objects described by location words (e.g., on, under, next to) with 80% accuracy over six weeks.”

What is the IEP goal for following daily routines?

A functional goal for daily routines might look like this, “With visual supports, the student will complete a five-step morning routine independently four out of five days per week within one grading period.”

Further Reading

• Pierce, Rebekah: 15 “Planning” IEP Goals For Real Life
• Vanderbilt University: Opportunities to Respond
• Central Institute for the Deaf: It pays to be critical: Determining steps and critical elements in following directions
• Dunham, Sabrina et al: The Psychology of Following Instructions and Its Implications
• Schmidt, Jennifer: How To Use Data To Inform Instruction For Students With Executive Functioning Needs
• Sippl, Amy: 11 Evidence-Based Ways To Teach Daily Living Skills