Restate an academic sentence in everyday words
When to use this goal
For students who read a dense textbook sentence word by word but cannot say what it means, because two or three academic words carry the meaning (consequently, significant, factor). Present levels decide the text level.
- Baseline
- Accept spoken paraphrases. Choose sentences whose content the student has already met, so the probe measures the language, not new concepts.
- Tips
- Teach a short list of high-use academic words (therefore, however, significant, analyze). Paraphrasing also supports note-taking and summarizing.
- Limits
- Paraphrasing draws on sentence structure as well as vocabulary. Scores depend on sentence difficulty; keep sentences of similar length.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-045.
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Goal
By the annual IEP review date, given 5 sentences from a current content-area text, each with 2 underlined academic words, the student will restate each sentence in everyday words, keeping its meaning and replacing the underlined words independently, earning a score of at least 8 out of 10 on a paraphrase rubric (5 sentences, each scored 0 to 2), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 10 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
- 3 out of 10 rubric points.
- Annual goal451 characters
- By the annual IEP review date, given 5 sentences from a current content-area text, each with 2 underlined academic words, the student will restate each sentence in everyday words, keeping its meaning and replacing the underlined words independently, earning a score of at least 8 out of 10 on a paraphrase rubric (5 sentences, each scored 0 to 2), 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 5 sentences from a current content-area text, each with 2 underlined academic words
- Behavior
- The student will restate each sentence in everyday words, keeping its meaning and replacing the underlined words independently
- Criteria
- Earning a score of at least 8 out of 10 on a paraphrase rubric (5 sentences, each scored 0 to 2), on 3 of 4 consecutive scored probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
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 8 out of 10 on a paraphrase rubric (5 sentences, each scored 0 to 2)
- 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 5 sentences from a current content-area text, each with 2 underlined academic words, the student will restate each sentence in everyday words, keeping its meaning and replacing the underlined words independently, earning a score of at least 8 out of 10 on a paraphrase rubric (5 sentences, each scored 0 to 2), on 3 of 4 consecutive scored probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | 0: meaning lost or sentence copied | 1: partly correct; one academic word restated, or meaning slightly off | 2: full meaning kept with both academic words restated in everyday language | Total (of 10) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a paraphrase rubric (5 sentences, each scored 0 to 2). 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.