Produce the target structure in both languages
When to use this goal
For bilingual students whose evaluation (in both languages, with a bilingual SLP or a trained interpreter) shows a language disorder that appears in both languages, not only in English. The target is a structure both languages share, such as marking past time or joining ideas with because. Students who are still learning English with typical home-language skills do not need this goal.
- Baseline
- Probe the structure in both languages with a bilingual SLP or interpreter and record responses in each. Count each language separately; a gap in only one language points to language exposure, not a disorder. Ask the family how the student talks at home and which language they use most for different topics.
- Tips
- Fill in a structure that exists in both languages. Score each prompt in the language it was given; code-switching within a sentence is normal for bilingual speakers and counts if the structure is present. Use the home language as a strength: skills taught in one language often transfer. Never advise families to stop using the home language.
- Limits
- Scoring in a language the SLP does not speak requires a trained interpreter or bilingual colleague. Structures differ across languages, so the same target cannot be scored with English rules in both. This goal does not fit a student whose only need is learning English.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-045.
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Goal
By the annual IEP review date, given 5 picture prompts in the home language and 5 in English, with a bilingual SLP or a trained interpreter present, the student will produce Blank to fill in: [shared target structure, e.g. a sentence that tells why with because or porque] in the language of the prompt independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [shared target structure]. 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
- 3 of 10 opportunities.
- Annual goal458 characters
- By the annual IEP review date, given 5 picture prompts in the home language and 5 in English, with a bilingual SLP or a trained interpreter present, the student will produce [shared target structure, e.g. a sentence that tells why with because or porque] in the language of the prompt independently in at least 8 of 10 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
- Given 5 picture prompts in the home language and 5 in English, with a bilingual SLP or a trained interpreter present
- Behavior
- The student will produce [shared target structure, e.g. a sentence that tells why with because or porque] in the language of the prompt independently
- Criteria
- In at least 8 of 10 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 8 of 10 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, given 5 picture prompts in the home language and 5 in English, with a bilingual SLP or a trained interpreter present, the student will produce [shared target structure, e.g. a sentence that tells why with because or porque] in the language of the prompt independently in at least 8 of 10 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.