Use irregular plural nouns
When to use this goal
For students who overgeneralize the regular rule ("foots," "mouses," "childs") past the age when irregular forms are usually learned. Base the choice on a language sample. Overgeneralization shows the regular rule is learned; this goal adds the exceptions.
- Baseline
- Probe 15 to 20 common irregular plurals and record overgeneralizations ("foots"), double marking ("feets"), and correct forms. Confirm regular plurals are established (sl-syn-004). Choose the set of irregular nouns to teach based on which the student needs for class and daily life.
- Tips
- Score correct when the irregular form is produced without an added -s ("feet," not "feets"). Keep a list of the taught irregular nouns in the student's file; probes should include some taught and some untaught forms to see whether the student is memorizing items or asking about new ones. Accept any mode.
- Limits
- Irregular plurals are learned item by item, so progress depends on the set taught and does not generalize to untaught nouns. The number of common irregular plurals is small; this is a short-term target for most students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-005.
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Goal
By the annual IEP review date, given 10 picture pairs of nouns with irregular plurals (such as foot/feet, child/children, mouse/mice, sheep/sheep), the student will name the group with the correct irregular plural form independently with at least 80% accuracy on irregular plural contexts, 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 goal414 characters
- By the annual IEP review date, given 10 picture pairs of nouns with irregular plurals (such as foot/feet, child/children, mouse/mice, sheep/sheep), the student will name the group with the correct irregular plural form independently with at least 80% accuracy on irregular plural contexts, 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 of nouns with irregular plurals (such as foot/feet, child/children, mouse/mice, sheep/sheep)
- Behavior
- The student will name the group with the correct irregular plural form independently
- Criteria
- With at least 80% accuracy on irregular plural contexts, 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 irregular plural contexts
- 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 of nouns with irregular plurals (such as foot/feet, child/children, mouse/mice, sheep/sheep), the student will name the group with the correct irregular plural form independently with at least 80% accuracy on irregular plural contexts, 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.