Keep a weekly carryover self-rating log
When to use this goal
For students working on carryover who choose one real speaking situation each week (lunch, a club, a class discussion, work) and rate their target sound there. An adult in that situation gives an independent rating. Base the choice on conversation data and the student's own priorities.
- Baseline
- Define the 4-point scale with the student first (for example, 1 = mostly the old sound, 4 = target sound almost every time). Collect two or three paired ratings to see whether the student rates higher or lower than adults do.
- Tips
- Each week's paired rating is one opportunity, scored correct when the student's rating is within 1 point of the adult's. The ratings themselves also show carryover over time. Agree on the scale with every adult who rates, and give them the definitions in writing.
- Limits
- Rating scales are less precise than counts, and adults differ in what they notice. Use it alongside a scored sample. Relies on another adult being present and willing to rate each week.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-055.
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Goal
By the annual IEP review date, during a speaking situation the student chooses each week, rated on a 1-to-4 scale by the student and by an adult who was there, the student will rate their own target-sound use in the chosen situation within 1 point of the adult's rating independently in at least 7 of 9 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, reviewed with the SLP every two weeks.
Baseline: 2 of 9 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. Opportunity (trial) recording 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 9 opportunities.
- Annual goal459 characters
- By the annual IEP review date, during a speaking situation the student chooses each week, rated on a 1-to-4 scale by the student and by an adult who was there, the student will rate their own target-sound use in the chosen situation within 1 point of the adult's rating independently in at least 7 of 9 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, reviewed with the SLP every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a speaking situation the student chooses each week, rated on a 1-to-4 scale by the student and by an adult who was there
- Behavior
- The student will rate their own target-sound use in the chosen situation within 1 point of the adult's rating independently
- Criteria
- In at least 7 of 9 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, reviewed with the SLP every two weeks
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 9 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- weekly, reviewed with the SLP every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a speaking situation the student chooses each week, rated on a 1-to-4 scale by the student and by an adult who was there, the student will rate their own target-sound use in the chosen situation within 1 point of the adult's rating independently in at least 7 of 9 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, reviewed with the SLP every two weeks.
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 | # + (of 9) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 9 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.