Tell whether two spoken sentences mean the same
When to use this goal
For students who rely on word order to guess meaning and so treat "The girl was helped by the boy" as the girl helping. Judging whether two sentences mean the same shows whether the student processes sentence structure. Base the choice on the SLP's assessment and sentence comprehension data (sl-rec-018).
- Baseline
- Give 10 pairs, half same and half different, so chance is 50%. Record which structures cause errors (passive, before/after, relative clauses).
- Tips
- Score correct when the judgment is right. Use content pairs as the student progresses so the skill supports class listening and reading.
- Limits
- Yes/no judgments have a 50% chance rate; aim well above it. Long sentences add memory load. The goal does not measure producing complex sentences.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-049.
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Goal
By the annual IEP review date, given 10 pairs of spoken sentences, half with the same meaning in different structures (active and passive, before and after) and half with different meanings, the student will tell whether each pair means the same thing independently with at least 85% accuracy on sentence-pair judgments, 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 goal445 characters
- By the annual IEP review date, given 10 pairs of spoken sentences, half with the same meaning in different structures (active and passive, before and after) and half with different meanings, the student will tell whether each pair means the same thing independently with at least 85% accuracy on sentence-pair judgments, 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 pairs of spoken sentences, half with the same meaning in different structures (active and passive, before and after) and half with different meanings
- Behavior
- The student will tell whether each pair means the same thing independently
- Criteria
- With at least 85% accuracy on sentence-pair judgments, 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 sentence-pair judgments
- 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 pairs of spoken sentences, half with the same meaning in different structures (active and passive, before and after) and half with different meanings, the student will tell whether each pair means the same thing independently with at least 85% accuracy on sentence-pair judgments, 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.