{
 "model": "openai/gpt-oss-20b",
 "provider": "Groq API (free tier)",
 "task": "lang-goals",
 "prompt": "Write 4 measurable annual IEP goals for a 4th-grade student with an expressive language disorder (short, simple sentences; limited use of conjunctions; difficulty retelling stories). Each goal should state the condition, the observable behavior, the criterion (accuracy and number of sessions or probes), and how it will be measured. Leave blanks like [Student] and [date] instead of names. Add one short-term objective under each goal.",
 "system": "You are helping a school-based speech-language pathologist (SLP). Produce ready-to-use material.",
 "temperature": 0.3,
 "max_tokens": 3000,
 "ran_at": "2026-10-16T07:58:32-0700",
 "output": "**Annual IEP Goals \u2013 4th Grade Student with Expressive Language Disorder**  \n*(Use the placeholders [Student] and [date] to insert the student\u2019s name and the goal start date.)*\n\n---\n\n### Goal\u202f1 \u2013 Use Conjunctions in Complete Sentences  \n**Condition:** During teacher\u2011led picture\u2011description activities.  \n**Observable Behavior:** [Student] constructs a sentence of at least three words that contains a conjunction (e.g., *and, but, or*).  \n**Criterion:** 80\u202f% accuracy across 10 consecutive sessions (or 8 probes).  \n**Measurement:** Teacher records each session on a data sheet; 10 consecutive successful trials are required to meet the goal.  \n\n**Short\u2011Term Objective:**  \n[Student] will identify and use a conjunction in a sentence during a picture\u2011description activity in 4 of 5 trials (\u2265\u202f80\u202f% accuracy) by [date].\n\n---\n\n### Goal\u202f2 \u2013 Retell a Short Story in Correct Sequence  \n**Condition:** During story\u2011retelling tasks (oral or written).  \n**Observable Behavior:** [Student] retells a 3\u20135 sentence story in the correct order and includes at least two main events.  \n**Criterion:** 75\u202f% accuracy across 8 consecutive sessions (or 6 probes).  \n**Measurement:** Audio recordings are scored with a rubric that checks order and inclusion of main events; 8 consecutive successful trials meet the goal.  \n\n**Short\u2011Term Objective:**  \n[Student] will retell a 4\u2011sentence story in the correct order, naming at least two main events, in 3 of 4 trials (\u2265\u202f75\u202f% accuracy) by [date].\n\n---\n\n### Goal\u202f3 \u2013 Incorporate Descriptive Adjectives  \n**Condition:** During teacher\u2011guided descriptive writing tasks.  \n**Observable Behavior:** [Student] includes at least one adjective in 2 of 3 sentences describing a picture.  \n**Criterion:** 70\u202f% accuracy across 6 consecutive sessions (or 5 probes).  \n**Measurement:** Teacher reviews writing samples and records adjective use on a data sheet; 6 consecutive successful trials meet the goal.  \n\n**Short\u2011Term Objective:**  \n[Student] will add an adjective to a sentence describing a picture in 4 of 5 trials (\u2265\u202f70\u202f% accuracy) by [date].\n\n---\n\n### Goal\u202f4 \u2013 Use Past\u2011Tense Verbs Correctly in Narrative Writing  \n**Condition:** During narrative writing activities.  \n**Observable Behavior:** [Student] writes a sentence in past tense with correct verb form.  \n**Criterion:** 80\u202f% accuracy across 10 consecutive sessions (or 8 probes).  \n**Measurement:** Teacher scores each sentence on a rubric; 10 consecutive successful trials meet the goal.  \n\n**Short\u2011Term Objective:**  \n[Student] will write a sentence in past tense correctly in 3 of 4 trials (\u2265\u202f80\u202f% accuracy) by [date].\n\n---\n\n**Implementation Notes**\n\n- **Data Collection:** Use a simple data sheet for each goal. Record the session number, the student\u2019s performance (success/failure), and any comments.  \n- **Progress Monitoring:** Review data weekly; adjust instruction if the student is not meeting the short\u2011term objective.  \n- **Instructional Supports:** Provide sentence frames, visual cue cards for conjunctions, and modeling of story sequencing.  \n- **Collaboration:** Coordinate with the classroom teacher and speech\u2011language pathologist to ensure consistency across settings.  \n\n*These goals are designed to be measurable, time\u2011bound, and aligned with the student\u2019s expressive language needs.*",
 "finish_reason": "stop",
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 }
}