Say has and have with past participles
When to use this goal
For students who use simple past for everything and rarely use present perfect ("I have finished", "We have never been there") where their dialect uses it. The form shows experience and completion and is common in classroom questions. Base the choice on a language sample and a structured probe, and confirm dialect forms with the family.
- Baseline
- Probe 10 items with regular and irregular verbs and record the exact response. Note whether the helping verb, the participle, or both are missing. Many varieties of English use forms such as "I been there" or "I done finished"; these are dialect features, not errors, and are not targeted.
- Tips
- Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure. Score correct when the helping verb matches the subject and the participle is correct for the student's dialect. Mix regular and irregular verbs. The interview game gives natural practice with peers.
- Limits
- This is a later-developing form; choose it only after earlier tense forms are steady. Probe items do not show spontaneous use.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-040.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 questions such as "Have you ever...?" or "What has the class finished so far?" about pictures or a checklist, the student will answer with a sentence that uses has or have plus the past participle (such as "I have seen a whale") independently with at least 80% accuracy on present perfect responses, 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 goal464 characters
- By the annual IEP review date, given 10 questions such as "Have you ever...?" or "What has the class finished so far?" about pictures or a checklist, the student will answer with a sentence that uses has or have plus the past participle (such as "I have seen a whale") independently with at least 80% accuracy on present perfect responses, 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 questions such as "Have you ever...?" or "What has the class finished so far?" about pictures or a checklist
- Behavior
- The student will answer with a sentence that uses has or have plus the past participle (such as "I have seen a whale") independently
- Criteria
- With at least 80% accuracy on present perfect responses, 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 present perfect responses
- 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 questions such as "Have you ever...?" or "What has the class finished so far?" about pictures or a checklist, the student will answer with a sentence that uses has or have plus the past participle (such as "I have seen a whale") independently with at least 80% accuracy on present perfect responses, 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.