Use detailed noun phrases when describing
When to use this goal
For students whose descriptions use bare nouns ("a dog", "the guy") where detail would help listeners and readers ("the small brown dog with a torn collar"). Elaborated noun phrases are a feature of literate, academic language. Base the choice on a language sample and the SLP's assessment.
- Baseline
- Record and transcribe two 5-minute description or retell samples. Count noun phrases with two or more modifiers (before or after the noun). Note which kinds the student already uses (adjectives only, or also phrases with "with" or "that").
- Tips
- Count each noun phrase with two or more describing parts, whether before the noun ("big red") or after it ("with stripes", "that was broken"). Barrier games give a natural reason to add detail. Link to writing goals so the same structures carry into written description.
- Limits
- Counts depend on task and topic; keep tasks similar. More detail is not always better; the goal counts the structure, not whether each detail was needed. Grammar errors inside the phrase are noted, not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-053.
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Goal
By the annual IEP review date, during a 5-minute picture description or retell task recorded and transcribed, the student will use noun phrases with two or more describing parts before or after the noun (such as "the tall glass with blue water") independently at least 8 times per 5-minute description sample, across 3 consecutive biweekly samples, as measured by frequency recording collected every two weeks.
Baseline: 2 times per 5-minute description sample.
- 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 Expressive Language.
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 - Expressive Language
- Baseline
- 2 times per 5-minute description sample.
- Annual goal410 characters
- By the annual IEP review date, during a 5-minute picture description or retell task recorded and transcribed, the student will use noun phrases with two or more describing parts before or after the noun (such as "the tall glass with blue water") independently at least 8 times per 5-minute description sample, across 3 consecutive biweekly samples, as measured by frequency recording collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute picture description or retell task recorded and transcribed
- Behavior
- The student will use noun phrases with two or more describing parts before or after the noun (such as "the tall glass with blue water") independently
- Criteria
- At least 8 times per 5-minute description sample, across 3 consecutive biweekly samples
- Evaluation method
- Frequency recording
- Schedule
- Every two weeks
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 5-minute description sample
- Mastery rule:
- across 3 consecutive biweekly samples
- Collection schedule:
- every two weeks
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute picture description or retell task recorded and transcribed, the student will use noun phrases with two or more describing parts before or after the noun (such as "the tall glass with blue water") independently at least 8 times per 5-minute description sample, across 3 consecutive biweekly samples, as measured by frequency recording collected every two weeks.
| 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 5-minute description sample.
- 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.