Use is, are, was, and were to match the subject
When to use this goal
For students who omit the copula or auxiliary ("He happy," "They running") or do not match it to the subject ("They is," "We was") when standard classroom English is the target. Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure. Base the choice on a language sample.
- Baseline
- Probe 20 contexts balanced across singular and plural subjects and present and past time, and record omissions and agreement errors separately. Gather dialect information from the family before scoring zero copula as an error. Check whether the student uses contracted forms ("he's"), which count as present.
- Tips
- Score correct when the form is present and agrees with the subject in number and time. Contracted forms are correct. Has and have can be added to the goal for students who also omit or misuse them. Record the error type (omission versus agreement) because teaching differs. Use untrained pictures for probes.
- Limits
- Zero copula and leveled agreement ("they was") are features of several English dialects and are not disorders; this template must not be used to change a student's dialect. Elicited tasks overestimate conversational use.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-010.
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Goal
By the annual IEP review date, given 10 pictures of single and multiple people or things and asked to describe them with a describing word or an action, the student will produce is or are (and was or were for past events) matching the subject in each sentence independently with at least 80% accuracy on obligatory contexts for is, are, was, or were, 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 goal475 characters
- By the annual IEP review date, given 10 pictures of single and multiple people or things and asked to describe them with a describing word or an action, the student will produce is or are (and was or were for past events) matching the subject in each sentence independently with at least 80% accuracy on obligatory contexts for is, are, was, or were, 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 single and multiple people or things and asked to describe them with a describing word or an action
- Behavior
- The student will produce is or are (and was or were for past events) matching the subject in each sentence independently
- Criteria
- With at least 80% accuracy on obligatory contexts for is, are, was, or were, 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 is, are, was, or were
- 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 single and multiple people or things and asked to describe them with a describing word or an action, the student will produce is or are (and was or were for past events) matching the subject in each sentence independently with at least 80% accuracy on obligatory contexts for is, are, was, or were, 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.