Mix and match gestalt chunks into new phrases
When to use this goal
For students who already use whole gestalts with clear meaning and are starting to break them into smaller pieces, such as keeping the start of one phrase and adding the end of another. New combinations show the student is moving from whole phrases toward flexible language. A language sample and present levels, not grade, decide fit.
- Baseline
- Record two or three 20-minute samples in different activities and transcribe them. Mark each utterance as a whole gestalt, a mixed or partial gestalt, a single word, or a new word combination. Count only the mixed and partial gestalts for this goal, and list the chunks the student uses most so partners can model them.
- Tips
- Count each distinct new combination once per sample, and keep whole-gestalt use in the transcript so the shift over time is visible. Partners model short, flexible chunks ("let's," "it's," "uh oh") rather than questions or commands, and keep talk playful. Whole gestalts stay welcome; the goal adds flexibility, it does not replace them.
- Limits
- Deciding whether a phrase is new or memorized needs a good record of the student's known gestalts, so keep the log current. Frequency depends on the activity and partner, so keep sample conditions similar. The template does not measure comprehension, grammar, or the meaning listeners take from each phrase.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-062.
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Goal
By the annual IEP review date, during a 20-minute play-based language sample with a familiar partner, the student will produce a new phrase that combines a chunk from one gestalt with a chunk from another (such as "let's go" plus "the blue one") to share meaning in the moment spontaneously, without a model at least 5 times per 20-minute language sample, in 3 of 4 consecutive biweekly language samples, as measured by frequency recording collected every two weeks.
Baseline: 1 times per 20-minute language 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
- 1 times per 20-minute language sample.
- Annual goal466 characters
- By the annual IEP review date, during a 20-minute play-based language sample with a familiar partner, the student will produce a new phrase that combines a chunk from one gestalt with a chunk from another (such as "let's go" plus "the blue one") to share meaning in the moment spontaneously, without a model at least 5 times per 20-minute language sample, in 3 of 4 consecutive biweekly language samples, as measured by frequency recording collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute play-based language sample with a familiar partner
- Behavior
- The student will produce a new phrase that combines a chunk from one gestalt with a chunk from another (such as "let's go" plus "the blue one") to share meaning in the moment spontaneously, without a model
- Criteria
- At least 5 times per 20-minute language sample, in 3 of 4 consecutive biweekly language 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 5 times per 20-minute language sample
- Mastery rule:
- in 3 of 4 consecutive biweekly language samples
- Collection schedule:
- every two weeks
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute play-based language sample with a familiar partner, the student will produce a new phrase that combines a chunk from one gestalt with a chunk from another (such as "let's go" plus "the blue one") to share meaning in the moment spontaneously, without a model at least 5 times per 20-minute language sample, in 3 of 4 consecutive biweekly language 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 20-minute language 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.