{
 "model": "qwen/qwen3.8-27b",
 "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": "2026-10-16T07:58:56-0700",
 "output": "Here are four measurable annual IEP goals tailored for a 4th-grade student with an expressive language disorder. These goals follow the standard **Condition-Behavior-Criterion** format and include specific measurement methods and short-term objectives.\n\n### Goal 1: Sentence Complexity (Conjunction Use)\n**Goal:** Given a prompt to combine two simple sentences or a picture scene depicting cause-and-effect, **[Student]** will produce a compound sentence using appropriate coordinating conjunctions (e.g., *and, but, so, because*) with **90% accuracy** across **3 consecutive sessions** (or probes) as measured by **teacher/SLP observation and recorded language samples**.\n\n*   **Short-Term Objective 1:** Given a picture of two related actions, [Student] will combine them into one sentence using the conjunction \"and\" or \"but\" with 80% accuracy over 5 trials in 2 consecutive sessions.\n\n### Goal 2: Narrative Retelling (Sequencing and Detail)\n**Goal:** Given a familiar story read aloud by the SLP or teacher, **[Student]** will retell the story including the beginning, middle, and end, plus at least two descriptive details (e.g., character feelings, setting, or actions) with **80% accuracy** (based on a standardized retelling rubric) in **2 out of 3 consecutive probes** administered monthly.\n\n*   **Short-Term Objective 2:** Given a short, familiar story, [Student] will identify and state the beginning, middle, and end of the story in the correct order with 90% accuracy over 3 consecutive trials.\n\n### Goal 3: Sentence Length and Expansion\n**Goal:** During structured conversation or academic class participation, **[Student]** will produce sentences containing at least 6 words (including a subject, verb, and modifier) with **85% accuracy** (defined as grammatically correct and complete) in **4 out of 5 consecutive language samples** collected weekly.\n\n*   **Short-Term Objective 3:** Given a question requiring more than a one-word answer (e.g., \"What did you do at recess?\"), [Student] will respond with a complete sentence containing at least 5 words with 80% accuracy over 5 consecutive trials.\n\n### Goal 4: Descriptive Language (Adjectives and Adverbs)\n**Goal:** When describing a person, place, or object in a picture or during a class presentation, **[Student]** will use at least two descriptive words (adjectives or adverbs) to modify the noun or verb with **90% accuracy** (appropriate word choice and grammatical agreement) in **3 consecutive sessions** as measured by **written work samples or oral language samples**.\n\n*   **Short-Term Objective 4:** Given a picture of a character, [Student] will describe the character using at least one adjective (e.g., \"tall,\" \"sad,\" \"red\") with 100% accuracy over 5 consecutive trials.\n\n---\n\n### Measurement & Data Collection Notes for the SLP:\n*   **Probes:** Use standardized probes (e.g., CELF-5 or TOWRE for related skills, but primarily narrative retelling rubrics like the *Narrative Retelling Assessment* or *Story Grammar* checklists) for Goal 2.\n*   **Language Samples:** Record 5\u201310 minute samples during naturalistic settings (classroom, playground) for Goals 1, 3, and 4. Transcribe and analyze for conjunction use, mean length of utterance (MLU), and descriptive word count.\n*   **Frequency:** Data should be collected at least monthly to track progress toward the annual goal.\n*   **Accommodations:** Ensure the student has access to visual supports (conjunction charts, story maps) during data collection if required by the IEP, but remove supports for the final criterion check if the goal specifies independent performance.",
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}