Use taught vocabulary in written work
When to use this goal
For students who can define taught words but never use them in their own writing, where everyday words stand in for the precise ones. Base the choice on comparing word knowledge data with writing samples.
- Baseline
- Count correct uses of target words in three recent writing samples of similar length; define correct use as a meaning that fits the sentence. A copied phrase from the text does not count. Note whether the student uses the words when the list is visible but not otherwise.
- Tips
- The written partner of the discussion goal in core. Keep the writing length roughly constant across samples so counts are comparable. Target words should be ones the writing task naturally invites; do not force words into unrelated tasks.
- Limits
- Frequency depends on the task and its length. Correct use of a word does not show full depth of meaning. Students with writing needs may know the words and still not produce them; consider oral responses as a check.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-014.
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Goal
By the annual IEP review date, given a written response task of at least one paragraph in a content-area class where 5 target words have been taught, the student will use a taught target word correctly in a sentence of their own without prompting at least 3 times per written response, in 3 of 4 consecutive writing samples, as measured by frequency recording collected weekly.
Baseline: 0 times per written response.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Vocabulary.
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
- Reading - Vocabulary
- Baseline
- 0 times per written response.
- Annual goal377 characters
- By the annual IEP review date, given a written response task of at least one paragraph in a content-area class where 5 target words have been taught, the student will use a taught target word correctly in a sentence of their own without prompting at least 3 times per written response, in 3 of 4 consecutive writing samples, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a written response task of at least one paragraph in a content-area class where 5 target words have been taught
- Behavior
- The student will use a taught target word correctly in a sentence of their own without prompting
- Criteria
- At least 3 times per written response, in 3 of 4 consecutive writing samples
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per written response
- Mastery rule:
- in 3 of 4 consecutive writing samples
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, given a written response task of at least one paragraph in a content-area class where 5 target words have been taught, the student will use a taught target word correctly in a sentence of their own without prompting at least 3 times per written response, in 3 of 4 consecutive writing samples, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per written response.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.