Match spoken job and form words to meanings
When to use this goal
For transition-age students who will hear words such as shift, supervisor, deadline, signature, emergency contact, direct deposit, and benefits in job training, at appointments, and when forms are read aloud. Base the choice on the student's transition plan and the SLP's vocabulary assessment.
- Baseline
- Build a list of 20 words from the student's actual job, transit, and form vocabulary with the transition coordinator. Test with sentences and choices, and use 10 for the probe and 10 for teaching.
- Tips
- Score correct when the meaning matches the use in the sentence. Use words from the student's own life so learning is immediately useful. A student may keep the glossary as an ongoing support.
- Limits
- Vocabulary lists differ by job; this goal must be individualized. The goal does not measure reading the words or filling in forms.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-043.
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Goal
By the annual IEP review date, given 10 spoken work and form words from the student's job or program, each used in a spoken sentence, with 3 meaning choices, the student will select or tell the meaning of each word as it is used in the sentence independently with at least 85% accuracy on job and form vocabulary items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 40% 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. Opportunity (trial) recording 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 Receptive Language.
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
- Speech & Language - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal432 characters
- By the annual IEP review date, given 10 spoken work and form words from the student's job or program, each used in a spoken sentence, with 3 meaning choices, the student will select or tell the meaning of each word as it is used in the sentence independently with at least 85% accuracy on job and form vocabulary items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken work and form words from the student's job or program, each used in a spoken sentence, with 3 meaning choices
- Behavior
- The student will select or tell the meaning of each word as it is used in the sentence independently
- Criteria
- With at least 85% accuracy on job and form vocabulary items, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 85% accuracy on job and form vocabulary items
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken work and form words from the student's job or program, each used in a spoken sentence, with 3 meaning choices, the student will select or tell the meaning of each word as it is used in the sentence independently with at least 85% accuracy on job and form vocabulary items, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data 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.