Produce complex sentences in a language sample
When to use this goal
For students who speak mostly in simple or run-on sentences joined by "and then" and rarely use subordinate clauses (because, when, if, although, who, that). Base the choice on a transcribed conversational or narrative sample and the SLP's assessment, not on grade. Students who already use several complex sentences per sample need a different target.
- Baseline
- Collect two samples of 50 utterances in the same task type and count utterances with a subordinate clause. Note which clause types appear (reason, time, condition, relative) and which never do; the missing types become the teaching targets. Keep the topic type the same across samples, since explaining a game draws more clauses than chatting about the weekend.
- Tips
- Count each utterance once even if it has two subordinate clauses; record the clause types in the margin. Clauses must be attached to a main clause; a stand-alone "Because I wanted to" answer counts only if the team agrees that elliptical answers fit this student's target. Score grammar against the student's dialect: a clause with a dialect feature (such as a zero copula) still counts. Use the same transcription rules each time so the count is comparable.
- Limits
- Counts depend on topic, partner, and how talkative the student is that day; keep the task type fixed. Frequency does not show whether clauses are varied or accurate, which the SLP notes separately. Transcribing takes time, so this suits a biweekly schedule, not daily data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-025.
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Goal
By the annual IEP review date, during a 50-utterance conversational language sample about a familiar topic, recorded and transcribed by the SLP, the student will produce complex sentences that contain a main clause and at least one subordinate clause (such as a because, when, if, or who clause) independently at least 10 times per 50-utterance language sample, in 3 of 4 consecutive biweekly samples, as measured by frequency recording collected every two weeks.
Baseline: 3 times per 50-utterance language sample.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 3 times per 50-utterance language sample.
- Annual goal463 characters
- By the annual IEP review date, during a 50-utterance conversational language sample about a familiar topic, recorded and transcribed by the SLP, the student will produce complex sentences that contain a main clause and at least one subordinate clause (such as a because, when, if, or who clause) independently at least 10 times per 50-utterance language sample, in 3 of 4 consecutive biweekly samples, as measured by frequency recording collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 50-utterance conversational language sample about a familiar topic, recorded and transcribed by the SLP
- Behavior
- The student will produce complex sentences that contain a main clause and at least one subordinate clause (such as a because, when, if, or who clause) independently
- Criteria
- At least 10 times per 50-utterance language sample, in 3 of 4 consecutive biweekly samples
- Evaluation method
- Frequency recording
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 10 times per 50-utterance language sample
- Mastery rule:
- in 3 of 4 consecutive biweekly samples
- Collection schedule:
- every two weeks
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 50-utterance conversational language sample about a familiar topic, recorded and transcribed by the SLP, the student will produce complex sentences that contain a main clause and at least one subordinate clause (such as a because, when, if, or who clause) independently at least 10 times per 50-utterance language sample, in 3 of 4 consecutive biweekly samples, as measured by frequency recording collected every two weeks.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 50-utterance language sample.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.