Link ideas with however and therefore
When to use this goal
For secondary students who take part in discussions but join every idea with "and" or "but". The target is academic connectives that show contrast, result, and concession in spoken discussion. Base the choice on recorded discussion and a language sample.
- Baseline
- Tally connectives used in two or three discussions of similar length and format, writing each one down. Note whether they are used with the right meaning. Check with the teacher how often the student usually speaks, since a student who speaks twice a period needs a different target than one who speaks often.
- Tips
- Count a connective only when it links two ideas with the meaning it signals; "however" used as filler does not count. Record the connective and the idea it linked so the student can review. The student picks the connectives they want to practice; this goal works well with self-tallying. Speaking turns in any language variety count; the target is the linking word.
- Limits
- Frequency depends on how much the student speaks and the discussion format; keep the format steady. The count does not score sentence grammar or content quality. Students who rarely speak may first need a goal for taking turns in discussion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-029.
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Goal
By the annual IEP review date, during a 15-minute small-group discussion of an assigned text in English or social studies, the student will use academic connectives (such as however, therefore, although, as a result, or on the other hand) to link their ideas to their own or a peer's earlier point independently at least 5 times per 15-minute discussion, in 3 of 4 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 1 times per 15-minute discussion.
- 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
- 1 times per 15-minute discussion.
- Annual goal450 characters
- By the annual IEP review date, during a 15-minute small-group discussion of an assigned text in English or social studies, the student will use academic connectives (such as however, therefore, although, as a result, or on the other hand) to link their ideas to their own or a peer's earlier point independently at least 5 times per 15-minute discussion, in 3 of 4 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute small-group discussion of an assigned text in English or social studies
- Behavior
- The student will use academic connectives (such as however, therefore, although, as a result, or on the other hand) to link their ideas to their own or a peer's earlier point independently
- Criteria
- At least 5 times per 15-minute discussion, in 3 of 4 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
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 5 times per 15-minute discussion
- Mastery rule:
- in 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute small-group discussion of an assigned text in English or social studies, the student will use academic connectives (such as however, therefore, although, as a result, or on the other hand) to link their ideas to their own or a peer's earlier point independently at least 5 times per 15-minute discussion, in 3 of 4 consecutive weekly observations, as measured by frequency recording collected weekly.
| 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 15-minute discussion.
- 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.