Explain what a test direction word asks for
When to use this goal
For secondary students who lose points because they describe when asked to compare, or list when asked to explain, which shows in graded work rather than in reading assessment. Base the choice on error patterns on tests and assignments.
- Baseline
- Collect the direction words from the student's actual tests and assignments and probe those first. Score the meaning and the example start separately. Note which words are treated as the same (describe and explain are the usual pair).
- Tips
- A small vocabulary with a large payoff in every class. Teach each word with a model answer and a non-example. The real-assignment condition makes the goal a habit rather than a drill, and the reference card is a reasonable accommodation to keep.
- Limits
- Knowing what a word asks for does not guarantee the student can produce that kind of answer; writing goals cover that. Teachers use direction words loosely, which can confuse the student; note this in instruction. Not a general vocabulary measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-015.
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Goal
By the annual IEP review date, given 10 test or assignment prompts that each use a direction word (compare, describe, explain, summarize, justify, list, analyze, define), the student will state what kind of answer each direction word asks for and give an example of a correct start independently with at least 90% accuracy on direction word items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected every two weeks.
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. 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 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
- 30% accuracy.
- Annual goal451 characters
- By the annual IEP review date, given 10 test or assignment prompts that each use a direction word (compare, describe, explain, summarize, justify, list, analyze, define), the student will state what kind of answer each direction word asks for and give an example of a correct start independently with at least 90% accuracy on direction word items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 test or assignment prompts that each use a direction word (compare, describe, explain, summarize, justify, list, analyze, define)
- Behavior
- The student will state what kind of answer each direction word asks for and give an example of a correct start independently
- Criteria
- With at least 90% accuracy on direction word items, on 3 of 4 consecutive probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 90% accuracy on direction word items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 test or assignment prompts that each use a direction word (compare, describe, explain, summarize, justify, list, analyze, define), the student will state what kind of answer each direction word asks for and give an example of a correct start independently with at least 90% accuracy on direction word items, on 3 of 4 consecutive probes, as measured by opportunity-by-opportunity data collected 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.