Use pre-taught unit words in class talk
When to use this goal
For students who learn unit words in pre-teaching sessions but fall back on general words ("the thing that makes food") during class discussion and group work. The goal checks carryover into class. Base the choice on observation during content lessons.
- Baseline
- Observe two lessons and tally correct uses of unit words, incorrect uses, and general words used where a unit word fit. Ask the teacher which words are used most in lessons.
- Tips
- Tally each correct spoken or written use of a pre-taught word during the lesson. Words used incorrectly are tallied separately and retaught. The SLP and content teacher can share data collection.
- Limits
- Lessons vary in how much students talk, which changes the count. The goal measures use, not depth of word knowledge.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-026.
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Goal
By the annual IEP review date, during a 30-minute science, social studies, or math lesson after the unit's words were pre-taught, the student will use a pre-taught unit word correctly when speaking during the lesson independently at least 5 times per 30-minute content lesson, on 3 of 4 observed lessons, as measured by frequency recording collected weekly during content lessons.
Baseline: 1 times per 30-minute content lesson.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 1 times per 30-minute content lesson.
- Annual goal380 characters
- By the annual IEP review date, during a 30-minute science, social studies, or math lesson after the unit's words were pre-taught, the student will use a pre-taught unit word correctly when speaking during the lesson independently at least 5 times per 30-minute content lesson, on 3 of 4 observed lessons, as measured by frequency recording collected weekly during content lessons.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute science, social studies, or math lesson after the unit's words were pre-taught
- Behavior
- The student will use a pre-taught unit word correctly when speaking during the lesson independently
- Criteria
- At least 5 times per 30-minute content lesson, on 3 of 4 observed lessons
- Evaluation method
- Frequency recording
- Schedule
- Weekly during content lessons
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 5 times per 30-minute content lesson
- Mastery rule:
- on 3 of 4 observed lessons
- Collection schedule:
- weekly during content lessons
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute science, social studies, or math lesson after the unit's words were pre-taught, the student will use a pre-taught unit word correctly when speaking during the lesson independently at least 5 times per 30-minute content lesson, on 3 of 4 observed lessons, as measured by frequency recording collected weekly during content lessons.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-minute content lesson.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.