Read own writing aloud with the target sound
When to use this goal
For older students who are accurate in structured reading but whose target sound slips when they read their own writing, which feels more like talking. Base the choice on structured reading data. Reading one's own work aloud is common in English and social studies classes and in presentations.
- Baseline
- Have the student bring a piece of class writing and score every target-sound occurrence, or the first 20 if the piece is long. Record the reading so the student can listen back. Compare with accuracy on a passage someone else wrote.
- Tips
- Score the first 20 target-sound occurrences so samples are comparable. Using real class work keeps practice relevant for older students and gives the content teacher a natural way to support carryover. Pair with self-rating (sl-art-054) so the student can keep checking after services end.
- Limits
- Reading own work is still reading, not spontaneous talk. Accuracy depends on how familiar the writing is; note whether the piece was new or rehearsed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-036.
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Goal
By the annual IEP review date, while reading aloud a paragraph or short essay they wrote for a current class, the student will read their own writing aloud with the target sound correct in each word that has it independently with at least 90% accuracy on target-sound productions while reading own writing, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 60% 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. 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.
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
- 60% accuracy.
- Annual goal427 characters
- By the annual IEP review date, while reading aloud a paragraph or short essay they wrote for a current class, the student will read their own writing aloud with the target sound correct in each word that has it independently with at least 90% accuracy on target-sound productions while reading own writing, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- While reading aloud a paragraph or short essay they wrote for a current class
- Behavior
- The student will read their own writing aloud with the target sound correct in each word that has it independently
- Criteria
- With at least 90% accuracy on target-sound productions while reading own writing, across 3 consecutive data collection sessions
- 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 productions while reading own writing
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, while reading aloud a paragraph or short essay they wrote for a current class, the student will read their own writing aloud with the target sound correct in each word that has it independently with at least 90% accuracy on target-sound productions while reading own writing, across 3 consecutive data collection sessions, 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.