Academic domain

Vocabulary IEP goals

Vocabulary goals work best when they target a word-learning strategy (context clues, morphology, categorization) rather than a list of words the student memorizes for one unit. Measure with fixed-format probes on unfamiliar words so the data shows the strategy transferring, not recall of last week's list.

Common measurability defects

Writing "will learn 50 new vocabulary words" with no description of how knowing a word is demonstrated or tested.
Probing only words that were directly taught, which measures memory for the list instead of independent word learning.
Accepting a criterion of "with 80% accuracy" with no number of items, probe format or schedule.

01Grades K-2Speech/LanguageCCSS.ELA-LITERACY.L.1.5.A
Baseline
In 1st grade, when shown sets of 4 pictures from one category (clothing, tools, fruit), names the category in 4 of 10 sets and generates 2 additional members on average. CELF-5 Word Classes subtest scaled score of 5.
Annual goal
By [annual review date], given 10 sets of 4 pictured items from familiar categories, the student will name the category label and generate at least 3 additional category members for 8 of 10 sets on 3 consecutive biweekly probes.
Measured by: Biweekly 10-set categorization probes from a rotating bank of 30 categories, administered by the SLP during therapy sessions and scored on a data sheet. Graphed and reported each grading period.
Short-term objectives
1. By the end of the first grading period, the student will name the category for 6 of 10 sets and generate 2 additional members on 2 of 3 probes.
2. By the end of the second grading period, the student will name the category for 7 of 10 sets and generate 3 additional members for 5 of 10 sets on 2 of 3 probes.
02Grades K-2SLDCCSS.ELA-LITERACY.L.2.4.A
Baseline
In 2nd grade, given 10 unfamiliar words in 2nd-grade sentences with a supporting context clue, selects or states an accurate meaning for 3 of 10 words across 3 probes. Typically guesses from the word's first letters.
Annual goal
By [annual review date], given 10 sentences at a 2nd-grade level that each contain an unfamiliar word and a context clue, the student will state an accurate meaning and point to the clue for at least 8 of 10 words on 3 consecutive biweekly probes.
Measured by: Biweekly 10-item context-clue probes from equivalent forms, read aloud by the student and scored by the special education teacher. A response counts only when both the meaning and the clue are correct.
Short-term objectives
1. By the end of the first grading period, the student will state an accurate meaning for 5 of 10 words on 2 of 3 probes.
2. By the end of the second grading period, the student will state an accurate meaning and point to the clue for 6 of 10 words on 2 of 3 probes.
3. By the end of the third grading period, the student will state an accurate meaning and point to the clue for 7 of 10 words on 2 of 3 probes.
03Grades 3-5SLDCCSS.ELA-LITERACY.L.4.4.B
Baseline
In 4th grade, explains the meaning of 4 of 20 unfamiliar words built from common Greek and Latin roots and affixes (tele-, -graph, port, re-, -able) on a morphology probe. Knows the meaning of 3 of 15 taught roots in isolation.
Annual goal
By [annual review date], given 20 unfamiliar words built from 15 taught Greek and Latin roots and affixes, the student will break each word into parts and give an accurate meaning for at least 16 of 20 words on 3 consecutive biweekly probes.
Measured by: Biweekly 20-word morphology probes using words not used during instruction, scored by the special education teacher. Graphed and reported to parents each grading period.
Short-term objectives
1. By the end of the first grading period, the student will give accurate meanings for 8 of 20 words on 2 of 3 consecutive probes.
2. By the end of the second grading period, the student will give accurate meanings for 11 of 20 words on 2 of 3 consecutive probes.
3. By the end of the third grading period, the student will give accurate meanings for 14 of 20 words on 2 of 3 consecutive probes.
04Grades 3-5AutismCCSS.ELA-LITERACY.L.5.5.B
Baseline
In 5th grade, explains the meaning of 2 of 10 common idioms presented in a short 5th-grade passage ("break the ice", "under the weather") and interprets most idioms literally. Literal vocabulary is at grade level.
Annual goal
By [annual review date], given 10 common idioms or adages embedded in unfamiliar 5th-grade passages, the student will explain the intended meaning of at least 8 of 10 in his or her own words on 3 consecutive biweekly probes.
Measured by: Biweekly 10-item figurative language probes drawn from a bank of 80 idioms and adages, with no more than 3 items repeated from instruction, scored by the special education teacher or SLP.
Short-term objectives
1. By the end of the first grading period, the student will explain 4 of 10 idioms using a literal-versus-intended visual organizer on 2 of 3 probes.
2. By the end of the second grading period, the student will explain 6 of 10 idioms using the organizer on 2 of 3 probes.
3. By the end of the third grading period, the student will explain 7 of 10 idioms without the organizer on 2 of 3 probes.
05Grades 6-8OHICCSS.ELA-LITERACY.L.7.6
Baseline
In 7th grade, matches 6 of 20 general academic and science terms to their definitions on a 5-minute vocabulary-matching probe drawn from the current science and social studies units (median of 3).
Annual goal
Within 36 instructional weeks, given a 5-minute vocabulary-matching probe of 20 general academic and domain-specific terms drawn from the year's science and social studies curriculum, the student will correctly match at least 16 of 20 terms on 3 consecutive biweekly probes.
Measured by: Biweekly 5-minute vocabulary-matching probes with terms sampled at random from a 200-term year-long pool, administered by the special education co-teacher. Correct matches graphed and reported each grading period.
Short-term objectives
1. By the end of the first grading period, the student will correctly match 9 of 20 terms on 2 of 3 consecutive probes.
2. By the end of the second grading period, the student will correctly match 12 of 20 terms on 2 of 3 consecutive probes.
3. By the end of the third grading period, the student will correctly match 14 of 20 terms on 2 of 3 consecutive probes.
06Grades 9-12Speech/LanguageCCSS.ELA-LITERACY.L.9-10.4.A
Baseline
In 9th grade, determines the meaning of 5 of 15 unfamiliar words in 9th- to 10th-grade passages using context (33%). aimswebPlus Vocabulary national percentile of 12.
Annual goal
By [annual review date], given 15 unfamiliar words in grade-level passages, the student will use sentence and paragraph context to state an accurate meaning and name the clue type (definition, example, contrast or inference) for at least 12 of 15 words on 3 consecutive biweekly probes.
Measured by: Biweekly 15-item context probes using passages from 9th- and 10th-grade texts, administered by the SLP and scored for meaning and clue type. aimswebPlus Vocabulary re-administered at the winter and spring windows.
Short-term objectives
1. By the end of the first grading period, the student will state accurate meanings for 7 of 15 words on 2 of 3 consecutive probes.
2. By the end of the second grading period, the student will state accurate meanings and name the clue type for 9 of 15 words on 2 of 3 consecutive probes.
3. By the end of the third grading period, the student will state accurate meanings and name the clue type for 11 of 15 words on 2 of 3 consecutive probes.

Phonics & Decoding Reading Fluency Reading Comprehension Written Expression Spelling Math Calculation Math Problem Solving Number Sense

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