Describe which one with who or that
When to use this goal
For elementary students who name items but do not add a relative clause to say which one ("the boy who is jumping"). This is the earlier, game-based version of the relative clause template for older students (sl-syn-021). Base the choice on a language sample and a barrier game probe.
- Baseline
- Run one or two barrier games and write each description. Note whether the student points, uses an adjective ("the big dog"), or uses a relative clause. Picture sets must differ in an action or feature that a relative clause expresses well.
- Tips
- Score a turn correct when a relative clause is used and the clause identifies the picture. A correct clause that does not distinguish the picture is scored but noted. "What" in place of "that" ("the dog what has a hat") is a dialect feature in some communities and counts. Use peers as partners once the student is steady with the SLP.
- Limits
- Barrier games pull for this structure; use in conversation or retell needs separate checks. The goal measures one clause type.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-034.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a barrier game with 5 picture sets in which the partner must pick one item from several similar items, the student will describe the target picture with a sentence that contains a who or that clause so the partner picks the right one 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 goal444 characters
- By the annual IEP review date, during a barrier game with 5 picture sets in which the partner must pick one item from several similar items, the student will describe the target picture with a sentence that contains a who or that clause so the partner picks the right one 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
- During a barrier game with 5 picture sets in which the partner must pick one item from several similar items
- Behavior
- The student will describe the target picture with a sentence that contains a who or that clause so the partner picks the right one 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, during a barrier game with 5 picture sets in which the partner must pick one item from several similar items, the student will describe the target picture with a sentence that contains a who or that clause so the partner picks the right one 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.