Explain civic words in a news story
When to use this goal
For high school students nearing voting age who read or hear news about elections and government but do not know the key words (ballot, candidate, register, district, poll, bill). Present levels decide whether the news is read aloud or read independently.
- Baseline
- Use stories from nonpartisan student news sources. Accept spoken and signed explanations. Note words the student has heard but explains in a confused way (poll as a survey versus a polling place).
- Tips
- Supports transition goals around voting and community life. Keep discussion of content neutral.
- Limits
- Civic words vary by state and local government. Knowing words does not show the student can register or vote; those skills belong in transition goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-055.
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Goal
By the annual IEP review date, given a short news story about a local election or law at the student's instructional level with 6 civic words underlined, the student will explain what each civic word means in the story independently with at least 80% accuracy on civic words explained correctly, on 3 of 4 consecutive biweekly probes, 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 goal397 characters
- By the annual IEP review date, given a short news story about a local election or law at the student's instructional level with 6 civic words underlined, the student will explain what each civic word means in the story independently with at least 80% accuracy on civic words explained correctly, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short news story about a local election or law at the student's instructional level with 6 civic words underlined
- Behavior
- The student will explain what each civic word means in the story independently
- Criteria
- With at least 80% accuracy on civic words explained correctly, on 3 of 4 consecutive biweekly probes
- 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 civic words explained correctly
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a short news story about a local election or law at the student's instructional level with 6 civic words underlined, the student will explain what each civic word means in the story independently with at least 80% accuracy on civic words explained correctly, on 3 of 4 consecutive biweekly probes, 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.