Use a built-in define tool while reading
When to use this goal
For students who read assigned texts on a laptop or tablet that has a define or look-up tool but who skip unknown words instead of checking them. Fit depends on present levels showing unknown words are getting in the way of understanding.
- Baseline
- Count look-ups where the student also records or says a fitting meaning; a look-up with no follow-through does not count. Choose texts with a few unknown words so there is something to look up.
- Tips
- Teach how to pick the right sense when the tool lists several. The tool's read-aloud button also helps with pronunciation. Some reading platforms keep a log of look-ups that can support the data.
- Limits
- The count depends on how many unknown words the text has. Using the tool shows strategy use, not word learning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-037.
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Goal
By the annual IEP review date, during 20 minutes of independent reading of an assigned digital text with a built-in define tool, the student will use the define tool on an unfamiliar word and then record or say the meaning that fits the sentence independently at least 3 times per 20-minute reading session, on 4 of 5 observed sessions, as measured by direct observation collected weekly.
Baseline: 0 times per 20-minute reading session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives frequency 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
- 0 times per 20-minute reading session.
- Annual goal388 characters
- By the annual IEP review date, during 20 minutes of independent reading of an assigned digital text with a built-in define tool, the student will use the define tool on an unfamiliar word and then record or say the meaning that fits the sentence independently at least 3 times per 20-minute reading session, on 4 of 5 observed sessions, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During 20 minutes of independent reading of an assigned digital text with a built-in define tool
- Behavior
- The student will use the define tool on an unfamiliar word and then record or say the meaning that fits the sentence independently
- Criteria
- At least 3 times per 20-minute reading session, on 4 of 5 observed sessions
- Evaluation method
- Direct observation
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 20-minute reading session
- Mastery rule:
- on 4 of 5 observed sessions
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during 20 minutes of independent reading of an assigned digital text with a built-in define tool, the student will use the define tool on an unfamiliar word and then record or say the meaning that fits the sentence independently at least 3 times per 20-minute reading session, on 4 of 5 observed sessions, as measured by direct observation collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute reading session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.