Talk about future events with will or going to
When to use this goal
For students who use present or past forms when talking about what comes next ("Tomorrow I go to park"), which affects planning talk and predictions in class. Base the choice on a language sample.
- Baseline
- Elicit 20 predictions or plans and record which form the student uses (will, going to, gonna, present, past). Note that "gonna" is a normal spoken form and counts as correct. Predictions also depend on inference, so use pictures with obvious next steps.
- Tips
- An obligatory context is any statement about a future event. Score correct when will, going to, or gonna is produced with a verb. For predictions in stories, score the grammar, not whether the prediction comes true. Pair with planning routines in class ("First I will..., then I will...") to carry the form into daily use.
- Limits
- Future contexts are less frequent in samples than past or present, so planned elicitation is needed. The task mixes grammar with prediction skill; keep pictures simple.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-014.
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Goal
By the annual IEP review date, given 10 pictures of a person about to do something and asked "What will happen next?", the student will say what will happen using will or going to with the verb (such as "She will jump," "He is going to eat") independently with at least 80% accuracy on obligatory contexts for future 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 goal448 characters
- By the annual IEP review date, given 10 pictures of a person about to do something and asked "What will happen next?", the student will say what will happen using will or going to with the verb (such as "She will jump," "He is going to eat") independently with at least 80% accuracy on obligatory contexts for future 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 pictures of a person about to do something and asked "What will happen next?"
- Behavior
- The student will say what will happen using will or going to with the verb (such as "She will jump," "He is going to eat") independently
- Criteria
- With at least 80% accuracy on obligatory contexts for future 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 future 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 pictures of a person about to do something and asked "What will happen next?", the student will say what will happen using will or going to with the verb (such as "She will jump," "He is going to eat") independently with at least 80% accuracy on obligatory contexts for future 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.