Answer questions that use taught Tier 2 words
When to use this goal
For students who can repeat a definition but cannot use a taught word to think about a new situation (would a reluctant person rush to join?). Word sets come from class texts; present levels in oral language decide how many words to teach at once.
- Baseline
- Count an item correct only when both the answer and the reason fit, so guessing does not inflate the score. Note whether the student's reasons repeat the definition or connect it to the situation.
- Tips
- Word-association questions show deeper word knowledge than matching. Use words the class is meeting in read-alouds and content units. Accept answers in the student's home language with an English word.
- Limits
- Oral questions depend on listening. Reasons are scored with judgment; agree on two or three sample answers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-023.
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Goal
By the annual IEP review date, given 10 spoken yes or no questions, each using one of the 10 Tier 2 words taught in the past two weeks in a new situation, the student will answer each question and give a reason that uses the meaning of the word independently with at least 80% accuracy on word-meaning questions answered with a fitting reason, on 3 of 4 consecutive biweekly checks, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal456 characters
- By the annual IEP review date, given 10 spoken yes or no questions, each using one of the 10 Tier 2 words taught in the past two weeks in a new situation, the student will answer each question and give a reason that uses the meaning of the word independently with at least 80% accuracy on word-meaning questions answered with a fitting reason, on 3 of 4 consecutive biweekly checks, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken yes or no questions, each using one of the 10 Tier 2 words taught in the past two weeks in a new situation
- Behavior
- The student will answer each question and give a reason that uses the meaning of the word independently
- Criteria
- With at least 80% accuracy on word-meaning questions answered with a fitting reason, on 3 of 4 consecutive biweekly checks
- 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 word-meaning questions answered with a fitting reason
- Mastery rule:
- on 3 of 4 consecutive biweekly checks
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken yes or no questions, each using one of the 10 Tier 2 words taught in the past two weeks in a new situation, the student will answer each question and give a reason that uses the meaning of the word independently with at least 80% accuracy on word-meaning questions answered with a fitting reason, on 3 of 4 consecutive biweekly checks, 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.