Answer questions about sentences with passives and relative clauses
When to use this goal
For older students who understand simple sentences but misread textbook sentences with passives, relative clauses, or clauses out of time order ("The bill that the Senate rejected was revised"). Base the choice on classroom reading data. The expressive version is sl-syn-021.
- Baseline
- Probe 10 items for each structure (passive, subject relative, object relative, before/after clauses) and record accuracy by structure; object relatives and passives are usually hardest. Compare spoken and written presentation. Use content words the student knows so the structure is the only challenge.
- Tips
- Name the structures in the condition. Score correct when the answer matches the sentence's meaning on the first try. Questions should target the part of the sentence the structure affects (the agent in a passive, the order in a time clause). Use sentences from the student's actual texts when possible.
- Limits
- Complex sentences also load memory; repeat once if the student asks and record it. Scores for read sentences depend on decoding. The task does not measure comprehension of whole paragraphs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-018.
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Goal
By the annual IEP review date, given 10 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?"), the student will answer the question correctly by saying, writing, or pointing to the answer independently with at least 85% accuracy on complex sentence questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 45% 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 Receptive 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 - Receptive Language
- Baseline
- 45% accuracy.
- Annual goal497 characters
- By the annual IEP review date, given 10 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?"), the student will answer the question correctly by saying, writing, or pointing to the answer independently with at least 85% accuracy on complex sentence questions, 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 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?")
- Behavior
- The student will answer the question correctly by saying, writing, or pointing to the answer independently
- Criteria
- With at least 85% accuracy on complex sentence questions, 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 85% accuracy on complex sentence questions
- 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 spoken sentences with a passive, a relative clause, or a clause out of time order, and a question about each (such as "Who did the pushing?", "Which happened first?"), the student will answer the question correctly by saying, writing, or pointing to the answer independently with at least 85% accuracy on complex sentence questions, 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.