Define science terms from Greek and Latin roots
When to use this goal
For high school students who meet many long science terms (photosynthesis, hydroelectric, thermometer) and give up instead of breaking them into parts. Present levels in decoding multisyllable words decide fit.
- Baseline
- Start with about 15 common science roots (bio, geo, hydro, therm, photo, logy, meter, micro). Score a meaning correct if it combines the parts sensibly, even if not word for word.
- Tips
- The skill carries to every science course and to health and technical careers. Keep a growing root chart in the student's notebook. Pairs with the reading vocabulary template on prefixes and suffixes.
- Limits
- Some terms do not split cleanly or have shifted meanings; choose probe words carefully. Root meanings do not replace learning a term's full science meaning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-040.
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Goal
By the annual IEP review date, given 10 unfamiliar science terms built from taught roots and a root reference chart, the student will split each term into its roots and write a meaning that combines the parts independently with at least 80% accuracy on science term meanings, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Science Skills.
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
- Science, Social Studies & Digital Literacy - Science Skills
- Baseline
- 30% accuracy.
- Annual goal366 characters
- By the annual IEP review date, given 10 unfamiliar science terms built from taught roots and a root reference chart, the student will split each term into its roots and write a meaning that combines the parts independently with at least 80% accuracy on science term meanings, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 unfamiliar science terms built from taught roots and a root reference chart
- Behavior
- The student will split each term into its roots and write a meaning that combines the parts independently
- Criteria
- With at least 80% accuracy on science term meanings, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on science term meanings
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 unfamiliar science terms built from taught roots and a root reference chart, the student will split each term into its roots and write a meaning that combines the parts independently with at least 80% accuracy on science term meanings, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.