Look up an unfamiliar word and choose the fitting meaning
Live goal preview
By the annual IEP review date, when encountering an unfamiliar word during independent reading of a content-area text with a glossary or digital dictionary available, the student will look up the word and record a meaning that fits the sentence using a printed step card, performing at least 5 of 6 steps independently, on 3 consecutive data collection days, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Task-analysis steps is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Task-analysis checklist can produce task-analysis steps data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Vocabulary.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose present levels show they do not use glossaries or dictionaries, or pick the first definition regardless of fit. Fit depends on current independence with the routine, not grade.
- Baseline considerations
- Observe the student looking up two or three words without help and mark each step as independent, prompted, or not done. Check that the student can alphabetize or use the search feature of a digital tool.
- Usage notes
- Teach with think-alouds, especially choosing between several definitions. A digital dictionary with audio can reduce the decoding load.
- Known limitations
- Completing the steps does not guarantee the chosen meaning is right; check the final answer too. Dictionary definitions can be harder than the word itself; learner's dictionaries help.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
rd-voc-006.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Task-analysis checklist. Your goal counts steps done independently, so the sheet marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive data collection days
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when encountering an unfamiliar word during independent reading of a content-area text with a glossary or digital dictionary available, the student will look up the word and record a meaning that fits the sentence using a printed step card, performing at least 5 of 6 steps independently, on 3 consecutive data collection days, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Marks or writes down the unfamiliar word | ||||||||
| 2. Locates the word in the glossary, print dictionary, or digital dictionary | ||||||||
| 3. Reads the listed meanings | ||||||||
| 4. Selects the meaning that fits the sentence in the text | ||||||||
| 5. Rereads the sentence with the chosen meaning to check it | ||||||||
| 6. Writes or says the meaning in their own words | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.