Tell what three words have in common
When to use this goal
For students who can sort items into simple categories but struggle when the link is a feature rather than a category (sun, stove, and fire are all hot; a ruler, a clock, and a scale all measure). Finding a shared feature builds flexible word connections. Base the choice on a convergent naming probe.
- Baseline
- Probe 10 sets mixing category links (all animals) and feature links (all hot). Record correct answers and whether the student lists the items instead of naming the link.
- Tips
- Score correct when the stated link fits all three words; accept any defensible link. Use unpracticed sets for probes. The task supports reasoning and definitions (sl-sem-011).
- Limits
- Sets can have more than one valid answer, which makes scoring harder; agree on a key ahead of time. Abstract links depend on world knowledge.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-042.
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Goal
By the annual IEP review date, given 10 sets of three spoken words or pictures that share a feature, the student will tell what the three words have in common independently with at least 80% accuracy on word sets with the shared feature stated, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 goal369 characters
- By the annual IEP review date, given 10 sets of three spoken words or pictures that share a feature, the student will tell what the three words have in common independently with at least 80% accuracy on word sets with the shared feature stated, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sets of three spoken words or pictures that share a feature
- Behavior
- The student will tell what the three words have in common independently
- Criteria
- With at least 80% accuracy on word sets with the shared feature stated, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 word sets with the shared feature stated
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 sets of three spoken words or pictures that share a feature, the student will tell what the three words have in common independently with at least 80% accuracy on word sets with the shared feature stated, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.