Explain the meaning of common idioms
When to use this goal
For students who interpret everyday expressions literally (it's raining cats and dogs, hold your horses), which causes confusion in conversation, directions, and text. Common for students with language differences. Base the choice on language assessment and observation.
- Baseline
- Pick idioms the student actually hears at school and at home, and ask the family which expressions cause confusion. Probe with context first, since context helps; the no-context condition shows whether the idiom itself is known. Record literal interpretations, which are the signature error.
- Tips
- Teach idioms in sets of five with pictures of the literal and figurative meanings; the contrast is memorable. Coordinate with the speech-language pathologist, who may own this goal as pragmatic language. The in-the-moment condition is the generalization step.
- Limits
- Idioms are endless; this goal covers a taught set, not the ability to work out new ones. Cultural background affects which idioms are familiar. Does not measure figurative language in literature, which is a comprehension goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-017.
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Goal
By the annual IEP review date, given 10 common idioms, each in a sentence that gives some context, the student will say what the expression means independently with at least 80% accuracy on idiom 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 goal306 characters
- By the annual IEP review date, given 10 common idioms, each in a sentence that gives some context, the student will say what the expression means independently with at least 80% accuracy on idiom 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 common idioms, each in a sentence that gives some context
- Behavior
- The student will say what the expression means independently
- Criteria
- With at least 80% accuracy on idiom 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 80% accuracy on idiom 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 common idioms, each in a sentence that gives some context, the student will say what the expression means independently with at least 80% accuracy on idiom 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.