Earn a classroom carryover rating from the teacher
When to use this goal
For students in the carryover stage whose classroom teacher can rate target-sound use during ordinary lessons. A short, defined rating scale gives the SLP regular class data without a separate observation. Base the choice on conversation data and the teacher's agreement to rate weekly.
- Baseline
- Meet with the teacher to define each score (0 = rarely correct, 3 = almost always correct) with examples, and do one rating together after the SLP observes a lesson. Collect two or three weekly ratings before setting the target.
- Tips
- The teacher scores each row once a week from 0 to 3. Give the teacher a one-page scale with examples and a quick way to send it (a paper slip or short form). Compare a few teacher ratings with the SLP's own observation to keep them consistent.
- Limits
- Teacher ratings are judgments, not counts, and teachers may not hear every error. Use alongside SLP-scored samples. A teacher who has little time may rate unevenly; shorten the scale rather than drop the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-069.
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Goal
By the annual IEP review date, during a week of regular class lessons, rated by the classroom teacher at the end of the week, the student will use the target sound correctly while answering, reading aloud, and talking with peers in class independently, earning a score of at least 9 out of 12 on a 4-row classroom carryover rating scale scored 0 to 3 per row, on 3 of 4 consecutive weekly ratings, as measured by a defined scoring rubric collected weekly.
Baseline: 4 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
- 4 out of 12 rubric points.
- Annual goal455 characters
- By the annual IEP review date, during a week of regular class lessons, rated by the classroom teacher at the end of the week, the student will use the target sound correctly while answering, reading aloud, and talking with peers in class independently, earning a score of at least 9 out of 12 on a 4-row classroom carryover rating scale scored 0 to 3 per row, on 3 of 4 consecutive weekly ratings, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a week of regular class lessons, rated by the classroom teacher at the end of the week
- Behavior
- The student will use the target sound correctly while answering, reading aloud, and talking with peers in class independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row classroom carryover rating scale scored 0 to 3 per row, on 3 of 4 consecutive weekly ratings
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
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 9 out of 12 on a 4-row classroom carryover rating scale scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive weekly ratings
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a week of regular class lessons, rated by the classroom teacher at the end of the week, the student will use the target sound correctly while answering, reading aloud, and talking with peers in class independently, earning a score of at least 9 out of 12 on a 4-row classroom carryover rating scale scored 0 to 3 per row, on 3 of 4 consecutive weekly ratings, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Target sound correct when answering questions | Target sound correct when reading aloud | Target sound correct in partner or group talk | Fixes target-sound errors without adult cues | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row classroom carryover rating scale 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.