Say want to and need to with actions
When to use this goal
For young students who combine words and use simple sentences but leave out infinitives ("I want play") or use only nouns after want. Infinitive clauses (want to, need to, have to, going to) are early complex structures. Base the choice on a language sample in play.
- Baseline
- During two play samples, record each time the student requests or describes an action they want or need, and whether "to" plus a verb was used. Note forms like "wanna" and "gotta"; these are typical casual speech and count as correct.
- Tips
- Score each action request or comment the student makes. "Wanna", "gonna", and "hafta" count as correct. Keep play materials motivating so many requests happen naturally. Families can model the same phrases at home; give them two or three examples tied to home routines.
- Limits
- Counts depend on the student initiating; a quiet day yields few contexts. This goal targets one structure and does not measure overall sentence length. For students using AAC, the device needs "want" and "to" programmed or the goal does not fit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-033.
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Goal
By the annual IEP review date, during a 10-minute play routine with choices of actions (such as drive the car, build a tower, feed the baby), the student will say a sentence with want to, need to, or have to followed by an action word (such as "I want to build") independently with at least 70% accuracy on action requests and comments needing an infinitive, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% 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
- 20% accuracy.
- Annual goal483 characters
- By the annual IEP review date, during a 10-minute play routine with choices of actions (such as drive the car, build a tower, feed the baby), the student will say a sentence with want to, need to, or have to followed by an action word (such as "I want to build") independently with at least 70% accuracy on action requests and comments needing an infinitive, 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
- During a 10-minute play routine with choices of actions (such as drive the car, build a tower, feed the baby)
- Behavior
- The student will say a sentence with want, need to, or have to followed by an action word (such as "I want to build") independently
- Criteria
- With at least 70% accuracy on action requests and comments needing an infinitive, 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 70% accuracy on action requests and comments needing an infinitive
- 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, during a 10-minute play routine with choices of actions (such as drive the car, build a tower, feed the baby), the student will say a sentence with want to, need to, or have to followed by an action word (such as "I want to build") independently with at least 70% accuracy on action requests and comments needing an infinitive, 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.