Self-evaluate a recorded conversation on a rubric
When to use this goal
For older students near the end of articulation services who can produce the target sound in conversation with some errors and are taking over their own monitoring. The student listens to a recording of their own talk and writes or says a short self-evaluation. Base the choice on conversation data and the student's interest in managing their own speech.
- Baseline
- Have the student evaluate one recording without the form and score each row. Note whether counts are too high or too low and whether the student can say what makes errors more likely (fast talk, long words, tiredness).
- Tips
- Score each row from 0 (missing) to 3 (complete and accurate). The rubric scores the quality of the self-evaluation, not how many errors there were, so a student with errors who reports them accurately scores well. This is a good final goal before dismissal and can be continued by the student without the SLP.
- Limits
- Self-evaluation does not by itself change speech; keep a production measure alongside it. Recordings in class need consent and must follow school privacy rules.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-054.
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Goal
By the annual IEP review date, after recording a 3-minute conversation with the SLP or a peer on a topic of their choice, the student will complete a self-evaluation of the recording that counts target-sound errors, names where they happened, and sets a practice plan independently, earning a score of at least 10 out of 12 on a 4-row speech self-evaluation rubric scored 0 to 3 per row, on 3 consecutive monthly self-evaluations, as measured by a defined scoring rubric collected monthly.
Baseline: 5 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 5 out of 12 rubric points.
- Annual goal489 characters
- By the annual IEP review date, after recording a 3-minute conversation with the SLP or a peer on a topic of their choice, the student will complete a self-evaluation of the recording that counts target-sound errors, names where they happened, and sets a practice plan independently, earning a score of at least 10 out of 12 on a 4-row speech self-evaluation rubric scored 0 to 3 per row, on 3 consecutive monthly self-evaluations, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After recording a 3-minute conversation with the SLP or a peer on a topic of their choice
- Behavior
- The student will complete a self-evaluation of the recording that counts target-sound errors, names where they happened, and sets a practice plan independently
- Criteria
- Earning a score of at least 10 out of 12 on a 4-row speech self-evaluation rubric scored 0 to 3 per row, on 3 consecutive monthly self-evaluations
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a 4-row speech self-evaluation rubric scored 0 to 3 per row
- Mastery rule:
- on 3 consecutive monthly self-evaluations
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after recording a 3-minute conversation with the SLP or a peer on a topic of their choice, the student will complete a self-evaluation of the recording that counts target-sound errors, names where they happened, and sets a practice plan independently, earning a score of at least 10 out of 12 on a 4-row speech self-evaluation rubric scored 0 to 3 per row, on 3 consecutive monthly self-evaluations, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Error count within 2 of the SLP's count | Names the words or situations where errors happened | Says what they did when they noticed an error | Sets a specific practice plan for the next week | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row speech self-evaluation rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.