Mark plurals with the device ending key
When to use this goal
For students who name and request items on a device but say "two cookie" or "more block" because they have not learned the plural ending. Base the choice on device language samples and the system's word-form features.
- Baseline
- Probe 10 plural contexts and record plural marked, singular used, or noun left out. Check whether the student marks plurals in other modes (sign, speech) and whether the device offers plural forms in one or two selections.
- Tips
- Score each context that calls for a plural. Irregular plurals depend on how the device stores them; teach the ones the student needs. Some home languages and dialects mark plurals differently, especially after a number word; treat that as a difference and score only the device-English target.
- Limits
- Plural use in picture probes does not show use in conversation. Accuracy may drop when the student is composing quickly; that is a trade-off partners should accept in conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-037.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 pictures showing one or several of an item and asked "What do you see?", the student will select the plural ending or plural word form on the device when talking about more than one item independently with at least 80% accuracy on obligatory plural contexts on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. 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 AAC & Augmentative Communication.
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 - AAC & Augmentative Communication
- Baseline
- 25% accuracy.
- Annual goal437 characters
- By the annual IEP review date, given 10 pictures showing one or several of an item and asked "What do you see?", the student will select the plural ending or plural word form on the device when talking about more than one item independently with at least 80% accuracy on obligatory plural contexts on the device, 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 pictures showing one or several of an item and asked "What do you see?"
- Behavior
- The student will select the plural ending or plural word form on the device when talking about more than one item independently
- Criteria
- With at least 80% accuracy on obligatory plural contexts on the device, 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 obligatory plural contexts on the device
- 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 pictures showing one or several of an item and asked "What do you see?", the student will select the plural ending or plural word form on the device when talking about more than one item independently with at least 80% accuracy on obligatory plural contexts on the device, 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.