Use irregular past tense verbs
When to use this goal
For students who regularize irregular verbs ("goed," "eated," "catched") or use the present form for past events, beyond the age when common irregular forms are learned. 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 narrative sample.
- Baseline
- Probe 20 common irregular verbs and record correct forms, regularized forms, double marking ("wented"), and present forms. Confirm regular -ed is established or being targeted (sl-syn-012). Build the taught verb list from the verbs the student uses most.
- Tips
- Score correct when the irregular form is produced without an added -ed. Keep the list of taught verbs in the file and include a few untaught verbs in each probe to see whether the student is learning items or over-applying -ed. Accept any mode. Reading aloud a story with the verbs is not a probe; probes require the student to generate the form.
- Limits
- Irregular verbs are learned one by one, so gains are limited to the verbs taught. Regularizing is a normal stage and may persist for less common verbs even in typical speakers; set a reasonable verb set rather than all irregular verbs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-013.
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Goal
By the annual IEP review date, given 10 picture pairs showing a common irregular verb action in progress and then completed and asked "What happened?", the student will produce the correct irregular past tense form (such as "went," "ate," "caught") independently with at least 80% accuracy on obligatory contexts for irregular past tense, 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 goal463 characters
- By the annual IEP review date, given 10 picture pairs showing a common irregular verb action in progress and then completed and asked "What happened?", the student will produce the correct irregular past tense form (such as "went," "ate," "caught") independently with at least 80% accuracy on obligatory contexts for irregular past tense, 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 a common irregular verb action in progress and then completed and asked "What happened?"
- Behavior
- The student will produce the correct irregular past tense form (such as "went," "ate," "caught") independently
- Criteria
- With at least 80% accuracy on obligatory contexts for irregular past tense, 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 irregular past tense
- 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 a common irregular verb action in progress and then completed and asked "What happened?", the student will produce the correct irregular past tense form (such as "went," "ate," "caught") independently with at least 80% accuracy on obligatory contexts for irregular past tense, 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.