Self-correct after a private class signal
When to use this goal
For students who can correct the target sound when reminded but do not yet notice errors in class. A private signal agreed with the student (a tap on the desk, a card turned over) prompts a fix without drawing attention. This is a step between adult cueing and self-monitoring. Base the choice on structured self-correction data (sl-art-005).
- Baseline
- Choose the signal together with the student and practice it in the speech room first. Observe one or two lessons and record how often the student fixes the word after the signal. Keep signals private and sparing.
- Tips
- Each signal is one opportunity, scored correct when the student corrects the word. Signal no more than a few times per lesson so the student is not singled out; observe until 10 signals are given across lessons if needed. The student can ask for the signals to stop at any time. Fade to self-monitoring (sl-art-005) when signals are rarely needed.
- Limits
- Adult signals can feel like surveillance; the student's consent matters. Measures correction after a cue, not spontaneous accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-066.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during class discussion or partner talk, when the teacher or SLP gives the private signal after a target-sound error, the student will repeat the word with the target sound corrected within 5 seconds of the signal in at least 8 of 10 opportunities, on 3 of 4 observed lessons, as measured by direct observation collected during one observed lesson per week.
Baseline: 3 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
- 3 of 10 opportunities.
- Annual goal388 characters
- By the annual IEP review date, during class discussion or partner talk, when the teacher or SLP gives the private signal after a target-sound error, the student will repeat the word with the target sound corrected within 5 seconds of the signal in at least 8 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
- During class discussion or partner talk, when the teacher or SLP gives the private signal after a target-sound error
- Behavior
- The student will repeat the word with the target sound corrected within 5 seconds of the signal
- Criteria
- In at least 8 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 8 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, during class discussion or partner talk, when the teacher or SLP gives the private signal after a target-sound error, the student will repeat the word with the target sound corrected within 5 seconds of the signal in at least 8 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.