Produce grammatically complete sentences in conversation
When to use this goal
For students who use target structures accurately in drills but still produce incomplete or ungrammatical sentences in conversation. Base the choice on a language sample. This is a carryover goal; use it after structure-specific goals. 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
- Record two or three 5-minute conversations, transcribe the first 25 utterances of each, and calculate the percent that are grammatically complete in the student's dialect. One-word answers that are acceptable in conversation ("Yes." "Pizza.") are excluded from the count. List the most common error types to guide teaching.
- Tips
- Score the first 25 utterances of the sample; exclude acceptable fragments (one-word answers to yes/no questions, interjections) and count each remaining utterance as complete or not. Judge against the student's dialect, not standard classroom English alone. Recording and transcribing is necessary for reliable data. Compare with structured-task data to see whether carryover is happening.
- Limits
- Conversational grammar varies with topic, fatigue, and partner, so compare trends over several weeks. Transcription takes time. The percent does not show which structures are failing; keep an error log alongside it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 5-minute conversation with the SLP about a topic of the student's choice, the student will produce utterances that are grammatically complete (subject and verb present, taught structures used correctly) in the student's dialect independently with at least 85% accuracy on utterances in the sample, across 3 consecutive weekly conversation samples, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal452 characters
- By the annual IEP review date, during a 5-minute conversation with the SLP about a topic of the student's choice, the student will produce utterances that are grammatically complete (subject and verb present, taught structures used correctly) in the student's dialect independently with at least 85% accuracy on utterances in the sample, across 3 consecutive weekly conversation samples, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute conversation with the SLP about a topic of the student's choice
- Behavior
- The student will produce utterances that are grammatically complete (subject and verb present, taught structures used correctly) in the student's dialect independently
- Criteria
- With at least 85% accuracy on utterances in the sample, across 3 consecutive weekly conversation samples
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 85% accuracy on utterances in the sample
- Mastery rule:
- across 3 consecutive weekly conversation samples
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute conversation with the SLP about a topic of the student's choice, the student will produce utterances that are grammatically complete (subject and verb present, taught structures used correctly) in the student's dialect independently with at least 85% accuracy on utterances in the sample, across 3 consecutive weekly conversation samples, as measured by opportunity-by-opportunity data collected weekly.
| 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.