Cumulative review of taught definitions
When to use this goal
For students who learn words for the weekly check but lose them by the next month. The cumulative review mixes words from earlier units, so it measures retention. Present levels and the class word lists decide the pool.
- Baseline
- Give the first review after at least three units so earlier words are mixed in. Track which units' words drop out; older words dropping fastest means review practice needs to be spaced, not only weekly.
- Tips
- Spaced review is the point of this goal; build short reviews of old words into each week. Read aloud for students with decoding needs so the probe measures meaning.
- Limits
- Matching shows recognition, not use. Multiple-choice items allow some guessing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-026.
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Goal
By the annual IEP review date, given a monthly cumulative review of 15 Tier 2 words drawn from all units taught so far, each with a choice of 4 student-friendly definitions, the student will match each word to its student-friendly definition independently with at least 85% accuracy on previously taught words matched to their definitions, on 3 of 4 consecutive monthly reviews, as measured by work-sample analysis collected monthly.
Baseline: 45% 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. Work-sample analysis 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
- 45% accuracy.
- Annual goal433 characters
- By the annual IEP review date, given a monthly cumulative review of 15 Tier 2 words drawn from all units taught so far, each with a choice of 4 student-friendly definitions, the student will match each word to its student-friendly definition independently with at least 85% accuracy on previously taught words matched to their definitions, on 3 of 4 consecutive monthly reviews, as measured by work-sample analysis collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a monthly cumulative review of 15 Tier 2 words drawn from all units taught so far, each with a choice of 4 student-friendly definitions
- Behavior
- The student will match each word to its student-friendly definition independently
- Criteria
- With at least 85% accuracy on previously taught words matched to their definitions, on 3 of 4 consecutive monthly reviews
- Evaluation method
- Work-sample analysis
- Schedule
- Monthly
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 previously taught words matched to their definitions
- Mastery rule:
- on 3 of 4 consecutive monthly reviews
- Collection schedule:
- monthly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a monthly cumulative review of 15 Tier 2 words drawn from all units taught so far, each with a choice of 4 student-friendly definitions, the student will match each word to its student-friendly definition independently with at least 85% accuracy on previously taught words matched to their definitions, on 3 of 4 consecutive monthly reviews, as measured by work-sample analysis collected monthly.
| 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.