Use the right verb after has or had
When to use this goal
For students who write the simple past after helping verbs (has went, had ate, have saw). Present levels should show reliable regular past tense; check with the SLP whether the pattern also occurs in speech.
- Baseline
- Give two probes of 15 items and score the verb form. Use high-use irregular verbs (go, see, eat, write, take, do). Note regular verbs separately; they are usually correct.
- Tips
- Teach verbs in three-form sets (see, saw, seen). Present the school form as the one used in formal writing. Check the student's narratives for transfer.
- Limits
- Fill-in tasks are easier than writing; check samples. English has many irregular participles; choose high-use ones first. Spoken dialect features are not treated as errors in speech.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-035.
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Goal
By the annual IEP review date, given 15 sentences with has, have, or had and a verb in parentheses to change, the student will write the past participle form of the verb after has, have, or had in each sentence independently with at least 85% accuracy on verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 35% 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. Work-sample analysis 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 Capitalization, Punctuation & Grammar.
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
- Writing - Capitalization, Punctuation & Grammar
- Baseline
- 35% accuracy.
- Annual goal352 characters
- By the annual IEP review date, given 15 sentences with has, have, or had and a verb in parentheses to change, the student will write the past participle form of the verb after has, have, or had in each sentence independently with at least 85% accuracy on verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 sentences with has, have, or had and a verb in parentheses to change
- Behavior
- The student will write the past participle form of the verb after has, have, or had in each sentence independently
- Criteria
- With at least 85% accuracy on verbs, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 85% accuracy on verbs
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 15 sentences with has, have, or had and a verb in parentheses to change, the student will write the past participle form of the verb after has, have, or had in each sentence independently with at least 85% accuracy on verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.