Use the target sound when answering in class
When to use this goal
For students who are accurate in structured conversation with the SLP but not yet when answering questions during a lesson. Base the choice on conversation data (sl-art-004) and a short class observation. The student needs a classroom where answering aloud is a regular part of lessons.
- Baseline
- Observe one or two lessons and count how many answers the student gives and how many have the target sound correct throughout. Answers without a target-sound word are not counted. Set the opportunity total to what a typical lesson provides.
- Tips
- Each answer that contains at least one target-sound word is an opportunity, scored correct when every target-sound word in it is correct. Teachers can tally answers on a sticky note while the SLP checks reliability once a week. Never correct the student in front of the class; use the agreed private cue or talk about it afterward.
- Limits
- The number of answers varies from lesson to lesson, so convert to a fixed denominator by observing until 10 answers are scored. Live scoring in a busy class is less reliable than scoring a recording.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-037.
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Goal
By the annual IEP review date, when answering a teacher's question aloud during a whole-class lesson, the student will independently answer without any target-sound errors in at least 7 of 10 opportunities, on 3 of 4 observed lessons, as measured by direct observation collected during one observed lesson per week.
Baseline: 2 of 10 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
- 2 of 10 opportunities.
- Annual goal315 characters
- By the annual IEP review date, when answering a teacher's question aloud during a whole-class lesson, the student will independently answer without any target-sound errors in at least 7 of 10 opportunities, on 3 of 4 observed lessons, as measured by direct observation collected during one observed lesson per week.
- Timeframe
- By the annual IEP review date
- Condition
- When answering a teacher's question aloud during a whole-class lesson
- Behavior
- The student will independently answer without any target-sound errors
- Criteria
- In at least 7 of 10 opportunities, on 3 of 4 observed lessons
- Evaluation method
- Direct observation
- Schedule
- During one observed lesson per week
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 7 of 10 opportunities
- Mastery rule:
- on 3 of 4 observed lessons
- Collection schedule:
- during one observed lesson per week
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when answering a teacher's question aloud during a whole-class lesson, the student will independently answer without any target-sound errors in at least 7 of 10 opportunities, on 3 of 4 observed lessons, as measured by direct observation collected during one observed lesson per week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.