Catch and fix own grammar slips
When to use this goal
For students who use their target grammar form in structured tasks and can judge sentences (sl-syn-022) but still leave it out in conversation. The step is noticing and repairing their own slips. Base the choice on structured data and a conversational sample.
- Baseline
- In two conversations, mark the first five slips of the target form and record whether the student repairs without a cue, after a signal, or not at all. Confirm the form is not a dialect feature for this student before counting any slip.
- Tips
- Fill in the target form chosen from earlier goals. Each slip is one opportunity. Agree on a private signal with the student; many older students prefer a card tap to a spoken cue. Do not interrupt every sentence; mark slips during a set 5-minute window so conversation still flows.
- Limits
- Repairing after a slip is a step toward use, not the end point; carryover is checked in a language sample. Signals can feel corrective; drop them if the student talks less.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-044.
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Goal
By the annual IEP review date, during a 5-minute conversation with the SLP in which the SLP marks 5 slips of the target form, the student will notice a slip of Blank to fill in: [target grammar form, e.g. third-person -s] and restate the sentence with the form included 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 check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target grammar form]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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.
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 goal424 characters
- By the annual IEP review date, during a 5-minute conversation with the SLP in which the SLP marks 5 slips of the target form, the student will notice a slip of [target grammar form, e.g. third-person -s] and restate the sentence with the form included 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 5-minute conversation with the SLP in which the SLP marks 5 slips of the target form
- Behavior
- The student will notice a slip of [target grammar form, e.g. third-person -s] and restate the sentence with the form included 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 5-minute conversation with the SLP in which the SLP marks 5 slips of the target form, the student will notice a slip of [target grammar form, e.g. third-person -s] and restate the sentence with the form included 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.