Mark possession with 's
When to use this goal
For students who say "the boy bike" or "Mom car" when the possessive marker is required. Base the choice on a language sample. Rule out final /s/ and /z/ speech sound errors first. 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 possessive contexts with a mix of names and common nouns, and record whether the marker is present. Check the plural -s (sl-syn-004) at the same time, since the two often emerge together. Gather dialect information.
- Tips
- An obligatory context is any noun-plus-noun possession in the student's utterance ("Dad keys"). Score correct when 's is produced, in any of its sound forms. Possessive pronouns (his, hers) are a separate target (sl-syn-008) and are not scored here. Use pictures where ownership is clear.
- Limits
- Elicited "Whose?" tasks make the structure easy to anticipate; check spontaneous use in a sample. Scoring by ear is hard when the owner's name ends in /s/; choose probe items carefully.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-006.
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Goal
By the annual IEP review date, given 10 pictures of people or animals with belongings and asked "Whose is it?", the student will name the owner with the possessive marker (such as "the girl's hat," "Dad's keys") independently with at least 80% accuracy on obligatory contexts for possessive 's, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 25% 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
- 25% accuracy.
- Annual goal419 characters
- By the annual IEP review date, given 10 pictures of people or animals with belongings and asked "Whose is it?", the student will name the owner with the possessive marker (such as "the girl's hat," "Dad's keys") independently with at least 80% accuracy on obligatory contexts for possessive 's, 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 pictures of people or animals with belongings and asked "Whose is it?"
- Behavior
- The student will name the owner with the possessive marker (such as "the girl's hat," "Dad's keys") independently
- Criteria
- With at least 80% accuracy on obligatory contexts for possessive 's, 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 possessive 's
- 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 pictures of people or animals with belongings and asked "Whose is it?", the student will name the owner with the possessive marker (such as "the girl's hat," "Dad's keys") independently with at least 80% accuracy on obligatory contexts for possessive 's, 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.