Grammar, Syntax & Morphology IEP goals for high school (grades 9 to 12)
10 of the grammar, syntax & morphology templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
10 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Grammar, Syntax & Morphology Speech & Language
Combine short sentences into one complex sentence
Sentence combining
By the annual IEP review date, given 10 pairs of short spoken sentences and asked to say them as one sentence, the student will combine the two sentences into one grammatical complex sentence using a subordinating conjunction (such as because, when, if, although, after) independently with at least 80% accuracy on sentence pairs, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce sentences with relative clauses
Relative clauses and passive sentences
By the annual IEP review date, given 10 pairs of short sentences that share a noun and asked to say them as one sentence with who, which, or that, the student will produce a grammatical sentence that contains a relative clause (who, which, that) describing a noun independently with at least 80% accuracy on sentence prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Find and fix the grammar error in a sentence
Grammaticality judgment and repair
By the annual IEP review date, given 10 spoken sentences, about half containing an error in a taught structure (tense, agreement, pronoun, plural), the student will judge whether each sentence is correct and fix the ones that are not independently with at least 85% accuracy on sentences judged and corrected, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce grammatically complete sentences in conversation
Grammatical sentences in conversation
By the annual IEP review date, during a 5-minute conversation with the SLP about a topic of the student's choice, the student will produce utterances that are grammatically complete (subject and verb present, taught structures used correctly) in the student's dialect independently with at least 85% accuracy on utterances in the sample, across 3 consecutive weekly conversation samples, as measured by opportunity-by-opportunity data collected weekly.
Build complex sentences in academic explanations
Complex sentences in academic talk
By the annual IEP review date, when asked to explain a concept from the current unit (such as a cause of a historical event or how a process works) in a 1- to 2-minute recorded response, the student will give a spoken explanation that uses complex sentences, precise connectives, and complete clauses independently, earning a score of at least 7 out of 8 on a 4-row spoken sentence structure rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Link ideas with however and therefore
Complex sentences in academic talk
By the annual IEP review date, during a 15-minute small-group discussion of an assigned text in English or social studies, the student will use academic connectives (such as however, therefore, although, as a result, or on the other hand) to link their ideas to their own or a peer's earlier point independently at least 5 times per 15-minute discussion, in 3 of 4 consecutive weekly observations, as measured by frequency recording collected weekly.
High school grammar, syntax & morphology goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
Frequently asked questions
How do grammar, syntax & morphology goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.