Judge whether a spoken sentence makes sense
When to use this goal
For students who repeat or accept sentences without checking their meaning ("The boy drank the sandwich" passes without comment). Judging sense shows that the student is processing word meanings in the sentence, a skill that supports comprehension monitoring in reading. Base the choice on the SLP's assessment.
- Baseline
- Give 10 items, half sensible and half not, so a student who always says yes scores 50%. Record yes-bias and which nonsense types are missed (wrong object, wrong action, wrong place).
- Tips
- Score correct when the judgment matches. For the second behavior, the student must also find the word. Keep sentences short and vocabulary familiar. Use the same skill when reading aloud: the student stops when a sentence does not make sense.
- Limits
- Yes/no judgments have a 50% chance rate; target well above it. The goal does not measure reading comprehension directly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-041.
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Goal
By the annual IEP review date, given 10 spoken sentences, half that make sense and half with a word that does not fit (such as "I wear a spoon on my foot"), the student will tell whether each sentence makes sense, by saying, signing, or showing yes or no independently with at least 90% accuracy on sentence judgment 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 goal448 characters
- By the annual IEP review date, given 10 spoken sentences, half that make sense and half with a word that does not fit (such as "I wear a spoon on my foot"), the student will tell whether each sentence makes sense, by saying, signing, or showing yes or no independently with at least 90% accuracy on sentence judgment 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, half that make sense and half with a word that does not fit (such as "I wear a spoon on my foot")
- Behavior
- The student will tell whether each sentence makes sense, by saying, signing, or showing yes or no independently
- Criteria
- With at least 90% accuracy on sentence judgment 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 90% accuracy on sentence judgment 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, half that make sense and half with a word that does not fit (such as "I wear a spoon on my foot"), the student will tell whether each sentence makes sense, by saying, signing, or showing yes or no independently with at least 90% accuracy on sentence judgment 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.