Replace general words with precise words when revising
When to use this goal
For students whose writing relies on general words (good, bad, thing, stuff, got, said) and who have the vocabulary to do more when prompted. Present levels in writing decide the paragraph length and level.
- Baseline
- Score a replacement correct when the new word is more specific and fits the sentence's meaning. A fancier word that changes the meaning does not count. Use the student's own writing.
- Tips
- Links vocabulary to writing. The second condition moves toward self-editing, where the student finds the words without underlining.
- Limits
- Precision is a judgment; agree on samples. Revising someone's own writing measures revision skill as well as vocabulary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-036.
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Goal
By the annual IEP review date, given a paragraph of their own writing with 8 general words underlined by the adult, the student will replace each underlined general word with a more precise word that fits the meaning of the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive revised drafts, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 2 of 8 opportunities.
- 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. Opportunities 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 opportunities 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
- 2 of 8 opportunities.
- Annual goal392 characters
- By the annual IEP review date, given a paragraph of their own writing with 8 general words underlined by the adult, the student will replace each underlined general word with a more precise word that fits the meaning of the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive revised drafts, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a paragraph of their own writing with 8 general words underlined by the adult
- Behavior
- The student will replace each underlined general word with a more precise word that fits the meaning of the sentence independently
- Criteria
- In at least 7 of 8 opportunities, on 3 of 4 consecutive revised drafts
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 8 opportunities
- Mastery rule:
- on 3 of 4 consecutive revised drafts
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a paragraph of their own writing with 8 general words underlined by the adult, the student will replace each underlined general word with a more precise word that fits the meaning of the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive revised drafts, as measured by opportunity-by-opportunity data collected every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.