Include the target grammar form in retells
When to use this goal
For students who use a target form correctly in structured drills but leave it out when telling a story. This template measures carryover into connected speech, where obligatory contexts are counted from a transcript. Base the choice on drill data and a narrative sample, not on grade.
- Baseline
- Transcribe two retells of similar length and mark every obligatory context for the form (every place a speaker of the student's dialect would use it). Divide correct uses by obligatory contexts. Aim for stories that create at least 10 contexts; fewer makes the percentage jumpy.
- Tips
- Fill in the blank with the form chosen from drill data (past tense -ed, third-person -s, plural -s, possessive 's, or another form). Count obligatory contexts against the student's dialect: in varieties of English where the form is optional or absent (for example, some past tense and third-person marking in African American English), those contexts are not counted, and a form that is a dialect feature is never a target. Over-regularizations ("goed") count as correct marking of the past while the student is learning -ed; note them.
- Limits
- A retell gives fewer contexts than drill, so the denominator varies; report it with the percentage. Story content affects how many contexts appear. The goal covers one form; a student with many missing forms may need a broader goal (sl-exp-001).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-026.
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Goal
By the annual IEP review date, during a recorded retell of a short, unfamiliar picture story, transcribed by the SLP, the student will use Blank to fill in: [target grammar form, e.g. regular past tense -ed] in each obligatory context in the retell independently with at least 80% accuracy on obligatory contexts for the target form in the transcript, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
Baseline: 35% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target grammar form]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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. Work-sample analysis 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.
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
- 35% accuracy.
- Annual goal436 characters
- By the annual IEP review date, during a recorded retell of a short, unfamiliar picture story, transcribed by the SLP, the student will use [target grammar form, e.g. regular past tense -ed] in each obligatory context in the retell independently with at least 80% accuracy on obligatory contexts for the target form in the transcript, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a recorded retell of a short, unfamiliar picture story, transcribed by the SLP
- Behavior
- The student will use [target grammar form, e.g. regular past tense -ed] in each obligatory context in the retell independently
- Criteria
- With at least 80% accuracy on obligatory contexts for the target form in the transcript, in 3 of 4 consecutive biweekly samples
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 the target form in the transcript
- Mastery rule:
- in 3 of 4 consecutive biweekly samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a recorded retell of a short, unfamiliar picture story, transcribed by the SLP, the student will use [target grammar form, e.g. regular past tense -ed] in each obligatory context in the retell independently with at least 80% accuracy on obligatory contexts for the target form in the transcript, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
| 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.