Be understood by an unfamiliar listener in a recorded sample
When to use this goal
For students with multiple sound errors whose overall intelligibility, not one sound, is the main concern. The measure is the share of words an unfamiliar listener can write down from a recording. Base the choice on the SLP's intelligibility estimate.
- Baseline
- Record two or three samples and have an adult who does not work with the student (and does not see the pictures) write down what they hear. Count the words matched against the SLP's transcript. Also record the same sample scored by a familiar listener; the gap shows how much familiarity helps.
- Tips
- Use a different unfamiliar listener for each probe where possible, and give them no context beyond the general topic. Score a word correct when the listener's transcription matches the SLP's gloss. This measure captures the combined effect of sound, rate, and voice, which makes it a good overall measure to pair with sound-specific goals. Share the result with families as a plain-language progress indicator.
- Limits
- Intelligibility scores vary with the listener, the recording quality, and the topic, so trends matter more than single probes. The measure does not tell you which sounds to target; the SLP's analysis does. Very low intelligibility may call for AAC alongside speech goals (see the AAC skill).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-015.
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Goal
By the annual IEP review date, given a recorded 50-word sample of the student describing pictures or telling about an event, the student will speak so that an unfamiliar listener writes down the words correctly independently with at least 80% accuracy on words transcribed correctly by an unfamiliar listener, across 3 consecutive monthly samples, as measured by work-sample analysis collected monthly.
Baseline: 50% 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 Articulation.
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 - Articulation
- Baseline
- 50% accuracy.
- Annual goal402 characters
- By the annual IEP review date, given a recorded 50-word sample of the student describing pictures or telling about an event, the student will speak so that an unfamiliar listener writes down the words correctly independently with at least 80% accuracy on words transcribed correctly by an unfamiliar listener, across 3 consecutive monthly samples, as measured by work-sample analysis collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a recorded 50-word sample of the student describing pictures or telling about an event
- Behavior
- The student will speak so that an unfamiliar listener writes down the words correctly independently
- Criteria
- With at least 80% accuracy on words transcribed correctly by an unfamiliar listener, across 3 consecutive monthly samples
- Evaluation method
- Work-sample analysis
- Schedule
- Monthly
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 80% accuracy on words transcribed correctly by an unfamiliar listener
- Mastery rule:
- across 3 consecutive monthly samples
- Collection schedule:
- monthly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a recorded 50-word sample of the student describing pictures or telling about an event, the student will speak so that an unfamiliar listener writes down the words correctly independently with at least 80% accuracy on words transcribed correctly by an unfamiliar listener, across 3 consecutive monthly samples, as measured by work-sample analysis collected monthly.
| 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.