Use is or are with -ing to describe actions
When to use this goal
For students who name actions ("jump") but leave out the auxiliary and -ing when describing what is happening now. Base the choice on a language sample with obligatory contexts. Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure.
- Baseline
- Elicit 20 descriptions of ongoing actions and score the auxiliary (is/are) and the -ing ending separately; many children add -ing before the auxiliary. Collect a play sample to see whether the form appears spontaneously. Gather dialect information from the family.
- Tips
- An obligatory context is any description of an action happening now. Score correct when both the auxiliary (is or are, matching the subject) and -ing are present; record which part is missing when incorrect. Contracted forms ("he's running") are correct. Keep the set of pictures untrained for probes. Accept signed or AAC productions that mark the form.
- Limits
- Structured picture tasks overestimate spontaneous use; check a language sample periodically. The goal targets one form; a student missing several morphemes needs a sequence of targets, set by the SLP. Dialect must be considered before scoring the auxiliary as missing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-003.
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Goal
By the annual IEP review date, given 10 action pictures and asked "What is he/she doing?" or "What are they doing?", the student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently with at least 80% accuracy on obligatory contexts for present progressive, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% 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 Grammar, Syntax & Morphology.
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 - Grammar, Syntax & Morphology
- Baseline
- 20% accuracy.
- Annual goal456 characters
- By the annual IEP review date, given 10 action pictures and asked "What is he/she doing?" or "What are they doing?", the student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently with at least 80% accuracy on obligatory contexts for present progressive, 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 action pictures and asked "What is he/she doing?" or "What are they doing?"
- Behavior
- The student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently
- Criteria
- With at least 80% accuracy on obligatory contexts for present progressive, 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 80% accuracy on obligatory contexts for present progressive
- 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 action pictures and asked "What is he/she doing?" or "What are they doing?", the student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently with at least 80% accuracy on obligatory contexts for present progressive, 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.