Join events with before, after, and when
When to use this goal
For students who tell events as a list ("I ate. I went outside.") and do not yet join events with time clauses. The target is producing before, after, and when clauses to show how events relate. Base the choice on a language sample and structured probes.
- Baseline
- Present 5 picture pairs and record each response exactly. Note whether the student uses "and then" lists, a time clause, or a time clause with the order reversed. Check receptive knowledge of before and after (sl-rec-014) first; a student who confuses the words receptively needs that goal too.
- Tips
- Score correct when the sentence uses a time clause and the order matches the pictures. Either clause order counts ("Before I put on my shoes, I put on socks" and "I put on socks before my shoes"). Dialect differences in the verb do not affect scoring. Move to real events from the student's day as soon as picture probes are steady.
- Limits
- Picture pairs are structured; carryover to storytelling is measured separately (sl-syn-026 or narrative goals). Students may produce the clause by rote from the strip; vary the picture pairs every session.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-031.
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Goal
By the annual IEP review date, given 5 pairs of sequence pictures (such as putting on socks, then shoes) and asked to tell how the two events go together, the student will join the two events in one sentence with a before, after, or when clause independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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 of 5 opportunities.
- Annual goal417 characters
- By the annual IEP review date, given 5 pairs of sequence pictures (such as putting on socks, then shoes) and asked to tell how the two events go together, the student will join the two events in one sentence with a before, after, or when clause independently in at least 4 of 5 opportunities, 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 5 pairs of sequence pictures (such as putting on socks, then shoes) and asked to tell how the two events go together
- Behavior
- The student will join the two events in one sentence with a before, after, or when clause independently
- Criteria
- In at least 4 of 5 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- 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 5 pairs of sequence pictures (such as putting on socks, then shoes) and asked to tell how the two events go together, the student will join the two events in one sentence with a before, after, or when clause independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.