Use the target sound when ordering in public
When to use this goal
For high school and transition-age students whose target sound is accurate in conversation with familiar people but who want it to hold with strangers: ordering food, asking a store worker, making a phone call. Base the choice on conversation data and the student's own transition priorities. The student picks the situations.
- Baseline
- Observe two or three real exchanges, or role-play them first if the student prefers, and score each target-sound word. Ask the student which situations matter most to them and which ones make the old sound come back.
- Tips
- Each exchange is one opportunity, scored correct when every target-sound word is correct. The SLP or a transition staff member scores from nearby, never by interrupting. Phone calls can be scored from the student's side on speakerphone with permission. Link to the student's transition goals.
- Limits
- Real exchanges are short and vary in how many target sounds they contain; record the count. Community outings depend on the program schedule. A student may reasonably decide the residual error does not matter to them, and the goal should follow that choice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-061.
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Goal
By the annual IEP review date, when placing an order or asking a question at a store, cafe, or service counter during a community outing, the student will complete the order or question with the target sound correct in every target-sound word independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during community outings or planned exchanges, at least 5 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 goal450 characters
- By the annual IEP review date, when placing an order or asking a question at a store, cafe, or service counter during a community outing, the student will complete the order or question with the target sound correct in every target-sound word independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during community outings or planned exchanges, at least 5 per grading period.
- Timeframe
- By the annual IEP review date
- Condition
- When placing an order or asking a question at a store, cafe, or service counter during a community outing
- Behavior
- The student will complete the order or question with the target sound correct in every target-sound word independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- During community outings or planned exchanges, at least 5 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 community outings or planned exchanges, at least 5 per grading period
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when placing an order or asking a question at a store, cafe, or service counter during a community outing, the student will complete the order or question with the target sound correct in every target-sound word independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by direct observation collected during community outings or planned exchanges, at least 5 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.