Pick the picture for plural and tense endings
When to use this goal
For students who do not use plural and tense endings and whose team needs to know whether they hear and understand them (cat vs cats, jumped vs jumping). Receptive knowledge of small grammar parts often lags in students with language disorders and those with hearing loss. Base the choice on the SLP's assessment.
- Baseline
- Give 10 items per ending type and record accuracy. With 2 choices, chance is 50%; use 3 choices (such as one cat, two cats, and a dog) once the student is above chance. Check hearing status first.
- Tips
- Do not stress the ending unnaturally; speak at a normal rate so the probe is fair. Score correct when the chosen picture matches. Pair with the matching expressive goal in syntax-morphology. Students who speak a dialect in which some endings are optional may still understand them; this task measures understanding, not dialect use.
- Limits
- Picture tasks have chance success. Endings are hard to hear in noise and for students with hearing loss; this may point to an access need rather than a language need. The goal does not measure use of endings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-039.
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Goal
By the annual IEP review date, given 10 spoken sentences that differ only by a plural or tense ending (such as "the cats" versus "the cat", or "jumped" versus "is jumping") and 2 to 3 picture choices, the student will select the picture that matches the grammatical ending in the sentence independently with at least 85% accuracy on grammatical ending items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% 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
- 50% accuracy.
- Annual goal483 characters
- By the annual IEP review date, given 10 spoken sentences that differ only by a plural or tense ending (such as "the cats" versus "the cat", or "jumped" versus "is jumping") and 2 to 3 picture choices, the student will select the picture that matches the grammatical ending in the sentence independently with at least 85% accuracy on grammatical ending items, 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 that differ only by a plural or tense ending (such as "the cats" versus "the cat", or "jumped" versus "is jumping") and 2 to 3 picture choices
- Behavior
- The student will select the picture that matches the grammatical ending in the sentence independently
- Criteria
- With at least 85% accuracy on grammatical ending items, 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 grammatical ending items
- 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 that differ only by a plural or tense ending (such as "the cats" versus "the cat", or "jumped" versus "is jumping") and 2 to 3 picture choices, the student will select the picture that matches the grammatical ending in the sentence independently with at least 85% accuracy on grammatical ending items, 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.