Define a word by category and features
When to use this goal
For students who define by example only (a mammal is like a dog) or with a vague phrase (it is a thing that), which makes their explanations hard to follow. Fit depends on present levels in oral and written language.
- Baseline
- Score four words without the frame. Note whether the category or the features are missing. Concrete nouns are easier than verbs and abstract words; keep the mix the same across probes.
- Tips
- The frame is a strong scaffold; fade it once the student uses the structure. Students can use this structure in science and social studies answers.
- Limits
- Some words do not fit the category-feature form well; choose words that do. Writing load can mask word knowledge; accept spoken answers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-040.
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Goal
By the annual IEP review date, given 4 taught content words, the student will write or say a definition for each word that names its category and two features that set it apart independently, earning a score of at least 10 out of 12 on a definition rubric (4 words, each scored 0 to 3), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 4 out of 12 rubric points.
- Annual goal390 characters
- By the annual IEP review date, given 4 taught content words, the student will write or say a definition for each word that names its category and two features that set it apart independently, earning a score of at least 10 out of 12 on a definition rubric (4 words, each scored 0 to 3), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 4 taught content words
- Behavior
- The student will write or say a definition for each word that names its category and two features that set it apart independently
- Criteria
- Earning a score of at least 10 out of 12 on a definition rubric (4 words, each scored 0 to 3), on 3 of 4 consecutive scored probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a definition rubric (4 words, each scored 0 to 3)
- Mastery rule:
- on 3 of 4 consecutive scored probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given 4 taught content words, the student will write or say a definition for each word that names its category and two features that set it apart independently, earning a score of at least 10 out of 12 on a definition rubric (4 words, each scored 0 to 3), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Category: names the group the word belongs to (0 to 1 per word) | Features: gives two features that set it apart from others in the group (0 to 2 per word) | Total (of 12) | Notes |
|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a definition rubric (4 words, each scored 0 to 3). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.