Combine two words or signs
When to use this goal
For students who use about 30 or more single words, signs, or symbols and are starting to combine them. Present levels decide fit. Combinations can be spoken, signed, on a device, or mixed (a sign plus a word).
- Baseline
- Write down every message across three 15-minute samples and count the two-part combinations. Confirm the single-word vocabulary is large enough to combine; a parent word list helps.
- Tips
- Count each combination once per message; repeating the partner's model right away does not count. Set phrases learned as one unit ("thank you", "all done") count only when joined with another word. Expand every one-word message to show the next step.
- Limits
- Frequency does not show variety; keep a list of the combinations used. Sentence structure beyond two words belongs in syntax-morphology and expressive-language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ec-031.
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Goal
By the annual IEP review date, during a 15-minute play or snack session with familiar materials and a partner who models two-word phrases, the student will independently combine two words, signs, or symbols in one message (such as "more juice", "car go", "my turn", "big dog") without a model just given at least 8 times per 15-minute play or snack session, across 3 consecutive sessions, as measured by frequency recording collected weekly.
Baseline: 1 times per 15-minute play or snack session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Early 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 - Early Communication
- Baseline
- 1 times per 15-minute play or snack session.
- Annual goal441 characters
- By the annual IEP review date, during a 15-minute play or snack session with familiar materials and a partner who models two-word phrases, the student will independently combine two words, signs, or symbols in one message (such as "more juice", "car go", "my turn", "big dog") without a model just given at least 8 times per 15-minute play or snack session, across 3 consecutive sessions, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play or snack session with familiar materials and a partner who models two-word phrases
- Behavior
- The student will independently combine two words, signs, or symbols in one message (such as "more juice", "car go", "my turn", "big dog") without a model just given
- Criteria
- At least 8 times per 15-minute play or snack session, across 3 consecutive sessions
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 8 times per 15-minute play or snack session
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play or snack session with familiar materials and a partner who models two-word phrases, the student will independently combine two words, signs, or symbols in one message (such as "more juice", "car go", "my turn", "big dog") without a model just given at least 8 times per 15-minute play or snack session, across 3 consecutive sessions, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 15-minute play or snack session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.