Give the word that matches a definition
When to use this goal
For students who recognize words but have trouble producing the exact word when given its meaning ("What do you call a person who fixes teeth?"), which shows up in class review, tests, and writing. Base the choice on a naming-to-definition probe compared with receptive vocabulary.
- Baseline
- Probe 15 definitions and, for misses, check whether the student can pick the word from three choices. If they can pick but not produce it, the target is retrieval; if not, it is vocabulary knowledge.
- Tips
- Score correct for the exact target word or an accepted synonym. Mix familiar and curriculum words so the probe reflects real demands. Pair with sl-sem-024 if retrieval is the main barrier.
- Limits
- Definition wording affects difficulty; keep definitions short and consistent. The task does not show use of the words in conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-045.
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Goal
By the annual IEP review date, given 15 spoken definitions of familiar and curriculum words, the student will say or write the word that matches each definition independently with at least 80% accuracy on definitions named, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal324 characters
- By the annual IEP review date, given 15 spoken definitions of familiar and curriculum words, the student will say or write the word that matches each definition independently with at least 80% accuracy on definitions named, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 spoken definitions of familiar and curriculum words
- Behavior
- The student will say or write the word that matches each definition independently
- Criteria
- With at least 80% accuracy on definitions named, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 definitions named
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 15 spoken definitions of familiar and curriculum words, the student will say or write the word that matches each definition independently with at least 80% accuracy on definitions named, across 3 consecutive weekly probes, 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.