Read functional words used at work and at home
When to use this goal
For older students building a sight vocabulary of words they will meet on job sites, appliances, and household items (push, pull, on, off, hot, cold, open, closed, employees only, break room). Present levels in sight-word reading decide the starting list; signs with safety meaning belong in fn-fa-001.
- Baseline
- Probe the full list with cards and with photographs. Build the list from a walk through the student's job site or home-living room so the words are the ones the student actually meets.
- Tips
- Teach the words where they appear (on the actual door or appliance) and probe with photographs. Rotate in new words as old ones are mastered, but keep the probe list stable for a reporting period. Coordinate with the vocational templates that use the same words in tasks.
- Limits
- Reading a word does not guarantee doing what it says; measure that in the vocational routine. Lists are specific to a job site and may not transfer to a new one without review.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a list of 30 functional words from workplace and household settings on word cards, the student will read each word aloud and state where it is seen or what it tells the reader to do independently with at least 90% accuracy on functional words, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% 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. Opportunity (trial) recording 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 35% accuracy.
- Annual goal377 characters
- By the annual IEP review date, given a list of 30 functional words from workplace and household settings on word cards, the student will read each word aloud and state where it is seen or what it tells the reader to do independently with at least 90% accuracy on functional words, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a list of 30 functional words from workplace and household settings on word cards
- Behavior
- The student will read each word aloud and state where it is seen or what it tells the reader to do independently
- Criteria
- With at least 90% accuracy on functional words, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 90% accuracy on functional words
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a list of 30 functional words from workplace and household settings on word cards, the student will read each word aloud and state where it is seen or what it tells the reader to do independently with at least 90% accuracy on functional words, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.