Produce the target sound during a mock interview or workplace conversation
When to use this goal
For high school students whose articulation goal is tied to transition: being understood in job interviews, at work, or in community settings. Base the choice on conversational data and the student's transition plan. The student decides whether the sound still matters to them.
- Baseline
- Record a mock interview and score the first 20 occurrences of the target sound. Ask the student which situations matter most (interviews, phone calls, customers) and whether they want to keep working on the sound at all; a student may reasonably choose to end articulation services.
- Tips
- Score a fixed number of occurrences (for example, the first 20) from a recording. Use real interview questions and scripts from the student's transition plan or work-based learning placement. This goal pairs well with transition-skills templates on interviewing. Teach the student to self-rate afterward so they can keep monitoring without the SLP.
- Limits
- Role-plays are easier than real interviews; if possible, debrief after a real one using the student's own report. Residual sound errors in adolescents may be stable, and services should end when the student and team agree the error no longer limits participation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-018.
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Goal
By the annual IEP review date, during a 5-minute mock job interview with the SLP or a transition staff member, the student will produce Blank to fill in: [target sound, e.g. /r/] correctly during the conversation independently with at least 90% accuracy on target-sound occurrences, across 3 consecutive role-play probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 60% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target sound]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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. Opportunity (trial) recording 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.
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
- 60% accuracy.
- Annual goal377 characters
- By the annual IEP review date, during a 5-minute mock job interview with the SLP or a transition staff member, the student will produce [target sound, e.g. /r/] correctly during the conversation independently with at least 90% accuracy on target-sound occurrences, across 3 consecutive role-play probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute mock job interview with the SLP or a transition staff member
- Behavior
- The student will produce [target sound, e.g. /r/] correctly during the conversation independently
- Criteria
- With at least 90% accuracy on target-sound occurrences, across 3 consecutive role-play probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 90% accuracy on target-sound occurrences
- Mastery rule:
- across 3 consecutive role-play probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 5-minute mock job interview with the SLP or a transition staff member, the student will produce [target sound, e.g. /r/] correctly during the conversation independently with at least 90% accuracy on target-sound occurrences, across 3 consecutive role-play probes, as measured by opportunity-by-opportunity data collected every two weeks.
| 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.