Use the target sound reading aloud in class
When to use this goal
For students who read aloud accurately with the SLP but slip back to the old sound when reading in front of the class. Base the choice on structured reading data (sl-art-003) and a class observation. The student should be reading at an instructional level where decoding is not the main load.
- Baseline
- Observe 3 to 5 class reading turns and count target-sound errors per turn. Ask the classroom teacher how often the student reads aloud so the goal is measurable in the time available; if the class rarely reads aloud, use partner reading or small-group turns.
- Tips
- Each reading turn is one opportunity, scored correct when the turn has one or fewer target-sound errors. Agree on the scoring rule with any adult who observes, and do short reliability checks. Read-aloud turns should never be forced: a student who chooses not to read aloud in class is offered partner or small-group reading instead.
- Limits
- Classroom observation takes SLP time, so opportunities are limited; keep the denominator realistic. Turns differ in length and in how many target sounds they contain; note the count for each turn.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-034.
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Goal
By the annual IEP review date, during a class read-aloud turn of one paragraph or more, observed by the SLP or a trained classroom adult, the student will independently read the turn aloud without more than one target-sound error in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during 5 observed class reading turns per grading period.
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. Direct observation 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 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
- 1 of 5 opportunities.
- Annual goal403 characters
- By the annual IEP review date, during a class read-aloud turn of one paragraph or more, observed by the SLP or a trained classroom adult, the student will independently read the turn aloud without more than one target-sound error in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during 5 observed class reading turns per grading period.
- Timeframe
- By the annual IEP review date
- Condition
- During a class read-aloud turn of one paragraph or more, observed by the SLP or a trained classroom adult
- Behavior
- The student will independently read the turn aloud without more than one target-sound error
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- During 5 observed class reading turns per grading period
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 2 consecutive grading periods
- Collection schedule:
- during 5 observed class reading turns per grading period
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a class read-aloud turn of one paragraph or more, observed by the SLP or a trained classroom adult, the student will independently read the turn aloud without more than one target-sound error in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during 5 observed class reading turns per grading period.
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.