Mark regular plurals with -s or -es
When to use this goal
For students who say "two dog" or "lots of box" when the plural ending is required. Base the choice on a language sample; check that the student produces final /s/ and /z/ sounds, since a speech sound gap can look like a grammar gap. 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
- Probe 20 plural contexts that include all three plural sounds (/s/ as in cats, /z/ as in dogs, /ez/ as in buses) and record accuracy by type. Rule out a speech sound cause by checking final /s/ and /z/ in single words. Note whether the student marks plurals after number words but not elsewhere.
- Tips
- Score correct when the plural ending is present in an obligatory context, in any of its three sound forms. Irregular plurals (children, feet) are a separate target (sl-syn-005) and are not scored here. If the student omits the ending because of a speech sound pattern, address the sound first and note it in the IEP. Use untrained nouns for probes.
- Limits
- Plural marking in elicited tasks is easier than in conversation. Scoring by ear can be unreliable for /s/ versus /z/; the presence of any plural marker is what counts. The goal does not measure other morphemes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-004.
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Goal
By the annual IEP review date, given 10 picture pairs showing one item and several items and asked "What are these?", the student will name the group with the plural ending -s or -es (such as "cats," "buses") independently with at least 85% accuracy on obligatory contexts for regular plurals, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given 10 picture pairs showing one item and several items and asked "What are these?", the student will name the group with the plural ending -s or -es (such as "cats," "buses") independently with at least 85% accuracy on obligatory contexts for regular plurals, 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 picture pairs showing one item and several items and asked "What are these?"
- Behavior
- The student will name the group with the plural ending -s or -es (such as "cats," "buses") independently
- Criteria
- With at least 85% accuracy on obligatory contexts for regular plurals, 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 obligatory contexts for regular plurals
- 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 picture pairs showing one item and several items and asked "What are these?", the student will name the group with the plural ending -s or -es (such as "cats," "buses") independently with at least 85% accuracy on obligatory contexts for regular plurals, 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.