Define unit terms in own words
When to use this goal
For students who copy glossary definitions word for word and cannot use the term later. The terms should be from current content units. Present levels, not grade, decide whether the chart includes a picture column or an example column.
- Baseline
- Score a current vocabulary assignment: a term counts as correct only if the meaning is accurate, not copied word for word, and the example fits. Note how many entries are copied.
- Tips
- Copied definitions score zero even if correct, since the goal is processing the word. Accept examples in any language the student uses. Use the chart as a study tool for a quick term quiz afterward.
- Limits
- Judging own words takes teacher judgment; agree on a rule (no more than three words in a row from the glossary). Does not measure retention; add a quiz score if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ss-031.
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Goal
By the annual IEP review date, given 10 content vocabulary terms from a science or social studies unit and a three-column chart (term, own-words meaning, example or sketch), the student will write each term's meaning in own words and add an example or sketch on the vocabulary chart independently with at least 80% accuracy on terms with an accurate own-words meaning and a fitting example, on 3 of 4 consecutive unit charts, as measured by work-sample analysis collected with each unit, about every two weeks.
Baseline: 40% 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 Study & Test-Taking 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
- Executive Function - Study & Test-Taking Skills
- Baseline
- 40% accuracy.
- Annual goal510 characters
- By the annual IEP review date, given 10 content vocabulary terms from a science or social studies unit and a three-column chart (term, own-words meaning, example or sketch), the student will write each term's meaning in own words and add an example or sketch on the vocabulary chart independently with at least 80% accuracy on terms with an accurate own-words meaning and a fitting example, on 3 of 4 consecutive unit charts, as measured by work-sample analysis collected with each unit, about every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 content vocabulary terms from a science or social studies unit and a three-column chart (term, own-words meaning, example or sketch)
- Behavior
- The student will write each term's meaning in own words and add an example or sketch on the vocabulary chart independently
- Criteria
- With at least 80% accuracy on terms with an accurate own-words meaning and a fitting example, on 3 of 4 consecutive unit charts
- Evaluation method
- Work-sample analysis
- Schedule
- With each unit, about every two weeks
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 terms with an accurate own-words meaning and a fitting example
- Mastery rule:
- on 3 of 4 consecutive unit charts
- Collection schedule:
- with each unit, about every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 content vocabulary terms from a science or social studies unit and a three-column chart (term, own-words meaning, example or sketch), the student will write each term's meaning in own words and add an example or sketch on the vocabulary chart independently with at least 80% accuracy on terms with an accurate own-words meaning and a fitting example, on 3 of 4 consecutive unit charts, as measured by work-sample analysis collected with each unit, about every two weeks.
| 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.