Generate unit words in one minute
When to use this goal
For older students whose written and spoken responses in content classes use few topic words. A 1-minute topic fluency probe (say as many words as possible about photosynthesis, the Civil War, ratios) is a quick check of the network of unit words a student can reach. Base the choice on content-class work samples and teacher input.
- Baseline
- Run a probe on the first day of a unit and again at the end of the unit; agree with the content teacher on which responses count as related. Record repeats and loose associations separately.
- Tips
- Count different, topic-related words in 1 minute; general words ("stuff", "things") and repeats do not count. Use the same probe format each unit. Gains from start to end of a unit show learning; gains in the end-of-unit count across units show growth in vocabulary learning.
- Limits
- Topics differ in how many words they invite, so compare within a unit more than across units. Word lists do not show depth of knowledge.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-033.
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Goal
By the annual IEP review date, given a current unit topic and 1 minute to say related words, the student will say different words related to the unit topic independently at a rate of at least 10 correct responses per minute, across 3 consecutive end-of-unit probes, as measured by timed probes collected at the start, middle, and end of each unit.
Baseline: 4 correct responses per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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
- 4 correct responses per minute.
- Annual goal347 characters
- By the annual IEP review date, given a current unit topic and 1 minute to say related words, the student will say different words related to the unit topic independently at a rate of at least 10 correct responses per minute, across 3 consecutive end-of-unit probes, as measured by timed probes collected at the start, middle, and end of each unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given a current unit topic and 1 minute to say related words
- Behavior
- The student will say different words related to the unit topic independently
- Criteria
- At a rate of at least 10 correct responses per minute, across 3 consecutive end-of-unit probes
- Evaluation method
- Timed probes
- Schedule
- At the start, middle, and end of each unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 10 correct responses per minute
- Mastery rule:
- across 3 consecutive end-of-unit probes
- Collection schedule:
- at the start, middle, and end of each unit
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a current unit topic and 1 minute to say related words, the student will say different words related to the unit topic independently at a rate of at least 10 correct responses per minute, across 3 consecutive end-of-unit probes, as measured by timed probes collected at the start, middle, and end of each unit.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: correct responses per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.