Explain job-specific and technical terms
When to use this goal
For high school students in career or technical programs and work-based learning who cannot explain the terms used at the job site or in the course (invoice, PPE, inventory, sanitize, voltage). Base the choice on the transition plan and the program's vocabulary demands.
- Baseline
- Build the term list with the job coach, instructor, or supervisor from what is actually said and posted at the site. Score the meaning and the use separately. Photograph items and signs at the site for classroom practice between sessions.
- Tips
- Tie each term to a photo, a demonstration, or a hands-on task; abstract definitions do not stick for job vocabulary. The in-the-moment condition is the point of the goal. Build a personal glossary the student keeps after leaving school.
- Limits
- Term lists are specific to one site or course, so the goal needs revision when placements change. Knowing a term does not guarantee the student performs the task it names. Not a general vocabulary measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-018.
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Goal
By the annual IEP review date, given 10 terms from the student's career-technical course or job site, presented in print, the student will state what each term means and when it is used on the job independently with at least 85% accuracy on technical terms, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
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 goal353 characters
- By the annual IEP review date, given 10 terms from the student's career-technical course or job site, presented in print, the student will state what each term means and when it is used on the job independently with at least 85% accuracy on technical terms, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 terms from the student's career-technical course or job site, presented in print
- Behavior
- The student will state what each term means and when it is used on the job independently
- Criteria
- With at least 85% accuracy on technical terms, across 3 consecutive sessions
- 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 85% accuracy on technical terms
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 terms from the student's career-technical course or job site, presented in print, the student will state what each term means and when it is used on the job independently with at least 85% accuracy on technical terms, across 3 consecutive sessions, 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.