Point to first letters while speaking
When to use this goal
For students with some speech that is hard for listeners to make out, who know their letters. Pointing to the first letter of each word on an alphabet board while saying it slows speech and gives listeners a clue. Base the choice on intelligibility measures and the student's literacy level; it works with natural speech, not instead of it.
- Baseline
- Record a listener's word-by-word understanding of 10 sentences with and without the board. If the board raises understanding, the strategy is worth teaching. Note how comfortable the student is using it in front of peers.
- Tips
- Each breakdown or planned sentence set is one opportunity, scored independent when the student uses first-letter pointing through the message without a prompt. Teach listeners to say the word back. The student decides where they want to use the board.
- Limits
- Requires letter knowledge and enough hand use to point. Some students find the board slow or visible in a way they do not want; respect that and offer other strategies.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-060.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during conversation with a less familiar adult when the listener does not catch the student's spoken message the first time, the student will point to the first letter of each word on an alphabet board while saying the word independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice monthly in class.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal454 characters
- By the annual IEP review date, during conversation with a less familiar adult when the listener does not catch the student's spoken message the first time, the student will point to the first letter of each word on an alphabet board while saying the word independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice monthly in class.
- Timeframe
- By the annual IEP review date
- Condition
- During conversation with a less familiar adult when the listener does not catch the student's spoken message the first time
- Behavior
- The student will point to the first letter of each word on an alphabet board while saying the word independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and twice monthly in class
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:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and twice monthly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during conversation with a less familiar adult when the listener does not catch the student's spoken message the first time, the student will point to the first letter of each word on an alphabet board while saying the word independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and twice monthly in class.
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.