Define a word by its category and function
When to use this goal
For students whose definitions are vague ("it's a thing you have") or limited to examples, which affects vocabulary learning and test answers. Base the choice on the SLP's assessment. For unit-specific curriculum words, see sl-rec-003.
- Baseline
- Probe 20 familiar nouns and code each definition as category plus function, function only, example only, gesture, or no response. Confirm the student can state categories (sl-rec-004) and functions (sl-sem-004) separately before combining them. Ask the classroom teacher for words that come up often.
- Tips
- Score correct when both the category and the function or key feature are accurate; a definition by example only ("like a dog") or by function only is recorded as partial. Any accurate category level counts ("a tool" or "a thing you use"). Use mostly untrained words for probes so the data reflect the definition strategy, not memorized definitions.
- Limits
- Formal definitions favor students with strong sentence formulation; a student may know a word well and still score low. Abstract words (idea, fair) do not fit the category-plus-function frame and need a different approach.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-011.
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Goal
By the annual IEP review date, given 10 familiar nouns spoken aloud (such as scissors, hospital, teacher), the student will define each word by naming its category and its function or a key feature (such as "a hammer is a tool you use to hit nails") independently with at least 80% accuracy on words defined, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% 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 Vocabulary & Semantics.
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 - Vocabulary & Semantics
- Baseline
- 20% accuracy.
- Annual goal433 characters
- By the annual IEP review date, given 10 familiar nouns spoken aloud (such as scissors, hospital, teacher), the student will define each word by naming its category and its function or a key feature (such as "a hammer is a tool you use to hit nails") independently with at least 80% accuracy on words defined, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 familiar nouns spoken aloud (such as scissors, hospital, teacher)
- Behavior
- The student will define each word by naming its category and its function or a key feature (such as "a hammer is a tool you use to hit nails") independently
- Criteria
- With at least 80% accuracy on words defined, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 words defined
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 familiar nouns spoken aloud (such as scissors, hospital, teacher), the student will define each word by naming its category and its function or a key feature (such as "a hammer is a tool you use to hit nails") independently with at least 80% accuracy on words defined, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.