Explain academic verbs used in directions and tests
When to use this goal
For older students who lose points because they do not know what "summarize," "justify," "compare," or "evaluate" ask them to do. Base the choice on test and assignment samples and teacher input. This goal supports access to grade-level assessments.
- Baseline
- Collect 10 to 15 direction words from the student's current assignments and tests and probe each ("If a question says justify, what do you do?"). Record vague answers ("write about it") separately from wrong answers. Look at graded work to see which words were misread as tasks.
- Tips
- Score correct when the explanation names the kind of answer required ("compare means tell how they are alike and different"); a general or incorrect answer is scored as incorrect and recorded. Restating prompts can be practiced on real assignments, which also builds the habit of reading the prompt. Share the reference card with the student's teachers as an accommodation.
- Limits
- Knowing what a direction word asks does not guarantee that the student can produce the answer; pair with discourse goals when needed. Direction words are used inconsistently across teachers and tests, so some ambiguity is unavoidable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-022.
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Goal
By the annual IEP review date, given 10 academic direction words common in assignments and tests (such as describe, explain, compare, summarize, justify, analyze, predict), the student will explain what each direction word asks them to do and what a complete answer would include independently with at least 85% accuracy on academic direction words or prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
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. 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
- 30% accuracy.
- Annual goal464 characters
- By the annual IEP review date, given 10 academic direction words common in assignments and tests (such as describe, explain, compare, summarize, justify, analyze, predict), the student will explain what each direction word asks them to do and what a complete answer would include independently with at least 85% accuracy on academic direction words or prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 academic direction words common in assignments and tests (such as describe, explain, compare, summarize, justify, analyze, predict)
- Behavior
- The student will explain what each direction word asks them to do and what a complete answer would include independently
- Criteria
- With at least 85% accuracy on academic direction words or prompts, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on academic direction words or prompts
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 academic direction words common in assignments and tests (such as describe, explain, compare, summarize, justify, analyze, predict), the student will explain what each direction word asks them to do and what a complete answer would include independently with at least 85% accuracy on academic direction words or prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
| 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.