Keep verb tense consistent when retelling past events
When to use this goal
For students who know past tense forms but switch between past and present within one retell, which makes the timing of events hard to follow. Base the choice on transcribed retells and a language sample.
- Baseline
- Transcribe two or three retells and mark each main verb as past, present, or other. Count retells with no more than one unplanned shift. Note whether shifts happen at the start ("So I go to the store") or in the middle, and whether the student uses the narrative present on purpose, which is common in casual storytelling.
- Tips
- Each retell is one opportunity, scored correct when main verbs stay in past tense with no more than one unplanned shift. The narrative present (telling a story in present tense throughout) is a style choice and is consistent; only shifting back and forth counts as an error. Score verb forms against the student's dialect: unmarked past forms that are dialect features count as past.
- Limits
- Tense consistency in speech is less strict than in writing, and some shifting is normal for all speakers; keep the criterion tolerant. Written tense consistency belongs to written expression goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-037.
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Goal
By the annual IEP review date, during 5 recorded retells of short past events (such as a field trip, a game, or a video watched last class), the student will retell the event keeping the main verbs in past tense from start to finish independently in at least 4 of 5 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 goal393 characters
- By the annual IEP review date, during 5 recorded retells of short past events (such as a field trip, a game, or a video watched last class), the student will retell the event keeping the main verbs in past tense from start to finish independently in at least 4 of 5 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During 5 recorded retells of short past events (such as a field trip, a game, or a video watched last class)
- Behavior
- The student will retell the event keeping the main verbs in past tense from start to finish independently
- Criteria
- In at least 4 of 5 opportunities, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during 5 recorded retells of short past events (such as a field trip, a game, or a video watched last class), the student will retell the event keeping the main verbs in past tense from start to finish independently in at least 4 of 5 opportunities, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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.