Embed what, where, and how clauses
When to use this goal
For students who can ask direct questions but do not yet embed a question inside a sentence ("I know where the key is", "Tell me how it works"). Embedded clauses are common in classroom talk and texts. Base the choice on a language sample and structured probes.
- Baseline
- Present 10 prompts and write each response. Note common error patterns, such as question word order inside the clause ("I know where is the key") or leaving out the clause. In some varieties of English and in many home languages, question order inside embedded clauses is a typical feature; check with the family and do not count it if it is the student's dialect.
- Tips
- Score correct when the sentence has an embedded clause with the word order expected in the student's dialect. Vary the wh- word across trials. This form supports reading comprehension of complex text, so share example sentences with the classroom teacher.
- Limits
- Structured prompts give the clause type to the student; spontaneous use in a sample is a later check. The goal does not measure answering questions or comprehension.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-032.
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Goal
By the annual IEP review date, given 10 picture or scenario prompts such as "The key is in the drawer. Tell me what you know.", the student will complete each prompt with a sentence that contains an embedded clause starting with what, where, when, why, how, or if, in statement word order independently with at least 80% accuracy on embedded-clause prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal482 characters
- By the annual IEP review date, given 10 picture or scenario prompts such as "The key is in the drawer. Tell me what you know.", the student will complete each prompt with a sentence that contains an embedded clause starting with what, where, when, why, how, or if, in statement word order independently with at least 80% accuracy on embedded-clause prompts, 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 10 picture or scenario prompts such as "The key is in the drawer. Tell me what you know."
- Behavior
- The student will complete each prompt with a sentence that contains an embedded clause starting with what, where, when, why, how, or if, in statement word order independently
- Criteria
- With at least 80% accuracy on embedded-clause prompts, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on embedded-clause prompts
- 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 10 picture or scenario prompts such as "The key is in the drawer. Tell me what you know.", the student will complete each prompt with a sentence that contains an embedded clause starting with what, where, when, why, how, or if, in statement word order independently with at least 80% accuracy on embedded-clause prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.