Carry the target grammar form into class talk
When to use this goal
For students who use a target grammar form steadily in therapy but not in the classroom. The teacher or SLP listens during regular class speaking turns. Base the choice on therapy data at the sentence or conversation level.
- Baseline
- Observe two or three lessons and record the first five sentences that require the form, marking use or omission. Agree with the teacher on which activity gives the most speaking turns.
- Tips
- Fill in the form already mastered in therapy. Each obligatory context in a spoken answer is one opportunity; stop after five per observation. Teachers do not correct the student publicly; a recast ("Yes, you walked to the park") is enough. Score against the student's dialect.
- Limits
- Class talk gives few contexts for some forms; pick a lesson type that pulls for the form (past tense during sharing about the weekend). The teacher's data may be less exact than the SLP's; calibrate together on one lesson.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-046.
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Goal
By the annual IEP review date, during class speaking turns in a 20-minute lesson, observed by the SLP or classroom teacher, the student will use Blank to fill in: [target grammar form, e.g. past tense -ed] in their spoken answers where the sentence requires it independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
Baseline: 2 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. Direct observation 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
- 2 of 5 opportunities.
- Annual goal385 characters
- By the annual IEP review date, during class speaking turns in a 20-minute lesson, observed by the SLP or classroom teacher, the student will use [target grammar form, e.g. past tense -ed] in their spoken answers where the sentence requires it independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class speaking turns in a 20-minute lesson, observed by the SLP or classroom teacher
- Behavior
- The student will use [target grammar form, e.g. past tense -ed] in their spoken answers where the sentence requires it independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly
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:
- on 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class speaking turns in a 20-minute lesson, observed by the SLP or classroom teacher, the student will use [target grammar form, e.g. past tense -ed] in their spoken answers where the sentence requires it independently in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
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.