Find the meaning that fits in a glossary
When to use this goal
For older students who look up words but copy the first definition, even when it does not fit the sentence, or who skip unknown words entirely. Choosing the definition that fits and putting it in their own words is a lasting independence skill. Base the choice on reading-class work samples.
- Baseline
- Give 10 words with multiple definitions and record whether the student chose the fitting meaning and restated it. Note reading level of the definitions; learner's dictionaries with simpler definitions may be needed.
- Tips
- Score correct when the restated meaning fits the sentence. Copied definitions are scored incorrect even if they fit, since restating is the target. Use real class texts. Text-to-speech can read definitions aloud when decoding is a barrier.
- Limits
- Dictionary skill depends on decoding and alphabetical order; check those separately. The goal does not show whether the student remembers the word later.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-034.
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Goal
By the annual IEP review date, given 10 sentences from a class text, each with an unfamiliar word, and a print or online dictionary, the student will choose the definition that fits the sentence and restate it in their own words independently with at least 80% accuracy on words looked up and explained in context, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. Work-sample analysis 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 goal405 characters
- By the annual IEP review date, given 10 sentences from a class text, each with an unfamiliar word, and a print or online dictionary, the student will choose the definition that fits the sentence and restate it in their own words independently with at least 80% accuracy on words looked up and explained in context, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences from a class text, each with an unfamiliar word, and a print or online dictionary
- Behavior
- The student will choose the definition that fits the sentence and restate it in their own words independently
- Criteria
- With at least 80% accuracy on words looked up and explained in context, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 looked up and explained in context
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 sentences from a class text, each with an unfamiliar word, and a print or online dictionary, the student will choose the definition that fits the sentence and restate it in their own words independently with at least 80% accuracy on words looked up and explained in context, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.