Combine short sentences into one complex sentence
When to use this goal
For students whose spoken and written sentences are mostly short and simple, and who need to express cause, time, and condition relationships in one sentence for class discussions and writing. Base the choice on a language sample and writing samples. For formulating a sentence with a given conjunction and a picture, see sl-exp-005.
- Baseline
- Probe 10 pairs for each relationship (cause, time, condition, contrast) and record the conjunction chosen and whether the result is grammatical. Count subordinate clauses in a language or writing sample for present levels. Note whether errors are grammatical (run-ons) or semantic (conjunction does not fit).
- Tips
- Score correct when the combined sentence is grammatical, keeps both ideas, and uses a conjunction that fits the relationship; either clause order is fine. Run-ons joined with "and" are incorrect for this goal. Use sentence pairs from the student's own classes so the practice transfers to assignments.
- Limits
- Sentence combining is a structured task; spontaneous use of complex sentences develops more slowly and should be sampled. Spoken and written combining differ; record the mode. The goal does not address punctuation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-020.
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Goal
By the annual IEP review date, given 10 pairs of short spoken sentences and asked to say them as one sentence, the student will combine the two sentences into one grammatical complex sentence using a subordinating conjunction (such as because, when, if, although, after) independently with at least 80% accuracy on sentence pairs, 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 goal455 characters
- By the annual IEP review date, given 10 pairs of short spoken sentences and asked to say them as one sentence, the student will combine the two sentences into one grammatical complex sentence using a subordinating conjunction (such as because, when, if, although, after) independently with at least 80% accuracy on sentence pairs, 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 pairs of short spoken sentences and asked to say them as one sentence
- Behavior
- The student will combine the two sentences into one grammatical complex sentence using a subordinating conjunction (such as because, when, if, although, after) independently
- Criteria
- With at least 80% accuracy on sentence pairs, 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 sentence pairs
- 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 pairs of short spoken sentences and asked to say them as one sentence, the student will combine the two sentences into one grammatical complex sentence using a subordinating conjunction (such as because, when, if, although, after) independently with at least 80% accuracy on sentence pairs, 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.