Replace overused words with precise words when revising
When to use this goal
For students whose writing relies on a small set of general words (good, bad, big, thing, went, said) and who do not change them during revision. Present levels should show that the student has a wider oral vocabulary than appears in writing; otherwise a vocabulary goal comes first.
- Baseline
- Give two or three probes of 10 highlighted words in short drafts at the student's reading level. Score a replacement correct only if it is more specific than the original and fits the sentence grammatically and in meaning. Record the replacements; some students swap in words they cannot use correctly.
- Tips
- Use the student's own drafts once the task is familiar so the skill transfers. Keep the word-choice chart to a few categories (words for said, went, good, big) and teach them explicitly. Count a replacement that is a short phrase as correct if it is more precise.
- Limits
- Highlighting tells the student where to look; independent noticing is a further step. A thesaurus can produce words that do not fit, which is why fit is part of the scoring rule. The task does not show whether precise words appear in first drafts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-022.
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Goal
By the annual IEP review date, given a draft with 10 overused or vague words highlighted, the student will replace each highlighted word with a more precise word or phrase that fits the sentence independently with at least 80% accuracy on highlighted words, 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 30% accuracy.
- Annual goal348 characters
- By the annual IEP review date, given a draft with 10 overused or vague words highlighted, the student will replace each highlighted word with a more precise word or phrase that fits the sentence independently with at least 80% accuracy on highlighted words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a draft with 10 overused or vague words highlighted
- Behavior
- The student will replace each highlighted word with a more precise word or phrase that fits the sentence independently
- Criteria
- With at least 80% accuracy on highlighted words, 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 highlighted words
- 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 a draft with 10 overused or vague words highlighted, the student will replace each highlighted word with a more precise word or phrase that fits the sentence independently with at least 80% accuracy on highlighted words, 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.