Add describing words to noun phrases
When to use this goal
For students whose sentences use bare nouns ("a dog", "the car") with few adjectives, quantity words, or prepositional phrases after the noun. Elaborated noun phrases ("the two small dogs with red collars") carry detail in stories and descriptions. Base the choice on a language sample and a picture description probe.
- Baseline
- Record five descriptions and write each noun phrase. Count modifiers per noun phrase and note which types appear (articles, number, adjectives, post-noun phrases). Students learning English may order adjectives as in their home language; note this and decide with the team whether order is part of the target.
- Tips
- Each item described is one opportunity. Count modifiers inside one noun phrase, not across separate sentences. Adjective order that follows the student's home language is accepted unless the team has chosen English order as the target. The barrier game gives natural feedback: if the partner builds the wrong thing, the student hears why detail matters.
- Limits
- Measures phrase length and detail, not vocabulary accuracy. Picture-rich tasks pull for more modifiers than conversation does.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-038.
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Goal
By the annual IEP review date, during a picture description task with 5 detailed scene cards, the student will describe the target item with a noun phrase that includes at least two modifiers before or after the noun (such as number, size, color, or a with phrase) 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 goal437 characters
- By the annual IEP review date, during a picture description task with 5 detailed scene cards, the student will describe the target item with a noun phrase that includes at least two modifiers before or after the noun (such as number, size, color, or a with phrase) 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 picture description task with 5 detailed scene cards
- Behavior
- The student will describe the target item with a noun phrase that includes at least two modifiers before or after the noun (such as number, size, color, or a with phrase) 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 picture description task with 5 detailed scene cards, the student will describe the target item with a noun phrase that includes at least two modifiers before or after the noun (such as number, size, color, or a with phrase) 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.