Compare and contrast two curriculum concepts
When to use this goal
For older students who know facts about concepts separately but cannot relate them (mitosis and meiosis, weather and climate, a bill and a law), which many test questions and essays require. Base the choice on classroom work and the SLP's assessment.
- Baseline
- Collect two or three comparisons of concept pairs from recent units and score them with the rubric. Confirm the student knows each concept on its own first; a low score may reflect content gaps rather than the comparison skill. Ask the content teacher which pairs matter most.
- Tips
- Score each row 0, 1, or 2 as defined. Accuracy of the content is judged against the class materials; the SLP may check with the teacher. Comparison language (both, however, whereas) is taught as part of the goal and scored in the last row. Spoken or written responses are both acceptable; record which mode was used.
- Limits
- Content knowledge and language skill are mixed in this task, so interpret scores with the content teacher. Concept pairs vary in difficulty, and the rubric does not capture depth of understanding beyond the stated points.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-019.
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Goal
By the annual IEP review date, given two related concepts from a current science, social studies, or math unit, the student will state at least two ways the concepts are alike and two ways they are different, using the unit's vocabulary independently, earning a score of at least 6 out of 8 on a 4-row concept comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 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 & 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
- 2 out of 8 rubric points.
- Annual goal456 characters
- By the annual IEP review date, given two related concepts from a current science, social studies, or math unit, the student will state at least two ways the concepts are alike and two ways they are different, using the unit's vocabulary independently, earning a score of at least 6 out of 8 on a 4-row concept comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given two related concepts from a current science, social studies, or math unit
- Behavior
- The student will state at least two ways the concepts are alike and two ways they are different, using the unit's vocabulary independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row concept comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly 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 6 out of 8 on a 4-row concept comparison rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given two related concepts from a current science, social studies, or math unit, the student will state at least two ways the concepts are alike and two ways they are different, using the unit's vocabulary independently, earning a score of at least 6 out of 8 on a 4-row concept comparison rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Similarities stated (0 = none, 1 = one accurate, 2 = two or more accurate) | Differences stated (0 = none, 1 = one accurate, 2 = two or more accurate) | Uses the unit's vocabulary accurately | Organized with comparison language (both, however, whereas, unlike) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row concept comparison rubric scored 0 to 2 per row. 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.