Define a content term in one sentence
When to use this goal
For students who define vocabulary with an example only (photosynthesis is like when plants eat) or copy glossary text they cannot explain. Present levels should show the student can say what the term means with support; the target is a sentence with the term, its category, and what makes it different.
- Baseline
- Give one or two probes of eight terms the student has been taught. Score correct when the sentence has the term, an accurate category, and an accurate feature. Separate structure errors (missing category) from content errors (wrong feature).
- Tips
- Use the class's unit vocabulary so the sentences become study notes. The category plus feature pattern works across subjects. Pair with the content teacher to agree on accurate definitions.
- Limits
- Content knowledge drives accuracy. Some terms do not fit a neat category; choose terms that do for probes. The goal does not show use of the term in longer writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-047.
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Goal
By the annual IEP review date, given eight vocabulary terms from a current science or social studies unit, the student will write a definition sentence for each term that names the term, the larger group it belongs to, and at least one feature that sets it apart independently with at least 80% accuracy on terms, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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 Sentence Construction.
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 - Sentence Construction
- Baseline
- 25% accuracy.
- Annual goal415 characters
- By the annual IEP review date, given eight vocabulary terms from a current science or social studies unit, the student will write a definition sentence for each term that names the term, the larger group it belongs to, and at least one feature that sets it apart independently with at least 80% accuracy on terms, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given eight vocabulary terms from a current science or social studies unit
- Behavior
- The student will write a definition sentence for each term that names the term, the larger group it belongs, and at least one feature that sets it apart independently
- Criteria
- With at least 80% accuracy on terms, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on terms
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given eight vocabulary terms from a current science or social studies unit, the student will write a definition sentence for each term that names the term, the larger group it belongs to, and at least one feature that sets it apart independently with at least 80% accuracy on terms, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.