Instructions: Match the observation to the learning status it suggests. Drag each learning status from the bin at top to the middle column below. When you drop it in the correct row, the next instructional step will appear to the right.

• Observation: As children are gathering for group time, the teacher walks over to Mason and says, “Would you please sit behind John?” (while pointing behind John as a visual cue). Mason sits behind John.

  Learning status: When given visual cues, accurately follows an oral one-step direction that includes positional words: on, off, in, out, under, in front of, behind, on top of, bottom, before, after, next to, between, above, below

  Next instructional step: Without visual cues, accurately follows oral one-step directions that include positional words: on, off, in, out, under, in front of, behind, on top of, bottom, before, after, next to, between, above, below

• Observation: When singing a song in the classroom that involves requests (e.g., “If You’re Happy and You Know It”), Brandon does not sing but completes the request in the song (claps hands, stomps feet, etc.).

  Learning status: Responds non-verbally to simple requests in a variety of ways (nodding, pointing, gesturing, facial expressions, eye pointing, sign language).

  Next instructional step: Indicates when something is not understood by making gestures or asking “what?”

• Observation: When Hachiro enters the classroom the teacher says, “Good morning. Remember to put your coat on the hook and put your reading book on your table.” (The pictures for the morning routine are posted on a bulletin board. The teacher could point to pictures on the bulletin board if a visual cue appears to be needed.) Hachiro places his coat on the hook and places his reading book on the table.

  Learning status: With visual cues (if needed), follows two-step directions.

  Next instructional step: Without visual cues, accurately follows two-step directions.

• Observation: While posting a picture schedule for later reference, the teacher gives directions orally, saying, “Finish your math stations, wash your hands, and eat your snack.” Tomas accurately follows directions.

  Learning status: With visual cues (if needed), accurately follows three- to four-step directions at one time, and carries out the tasks over time.

  Next instructional step: Without visual cues, accurately follows three- to four-step directions at one time and carries out the task over time.