Explain history terms in a primary source excerpt
When to use this goal
For students in social studies who read primary sources and textbooks full of terms that rarely appear elsewhere (tariff, suffrage, treaty, colony, amendment). Fit depends on present levels; read the source aloud for students with decoding needs.
- Baseline
- Use terms from the unit the class is in. Agree with the social studies teacher on the accepted meaning of each term. Note whether older wording in primary sources causes errors on words the student knows in modern form.
- Tips
- Pre-teach terms before the source is read in class. Pair with a comprehension goal on primary sources.
- Limits
- Terms vary in difficulty by unit. Primary sources often have older meanings for familiar words; flag those.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-041.
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Goal
By the annual IEP review date, given a short primary source excerpt from the current history unit with 6 underlined key terms, the student will explain what each underlined term means in that sentence independently with at least 80% accuracy on history terms explained with a meaning that fits the text, on 3 of 4 consecutive unit checks, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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
- 30% accuracy.
- Annual goal401 characters
- By the annual IEP review date, given a short primary source excerpt from the current history unit with 6 underlined key terms, the student will explain what each underlined term means in that sentence independently with at least 80% accuracy on history terms explained with a meaning that fits the text, on 3 of 4 consecutive unit checks, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short primary source excerpt from the current history unit with 6 underlined key terms
- Behavior
- The student will explain what each underlined term means in that sentence independently
- Criteria
- With at least 80% accuracy on history terms explained with a meaning that fits the text, on 3 of 4 consecutive unit checks
- Evaluation method
- Work-sample analysis
- 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 history terms explained with a meaning that fits the text
- Mastery rule:
- on 3 of 4 consecutive unit checks
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a short primary source excerpt from the current history unit with 6 underlined key terms, the student will explain what each underlined term means in that sentence independently with at least 80% accuracy on history terms explained with a meaning that fits the text, on 3 of 4 consecutive unit checks, as measured by work-sample analysis 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.