Use the target sound during a classroom job
When to use this goal
For young students who are accurate in sentences in therapy and have a regular speaking job in class, such as calling the lunch count, reading the weather, or leading the calendar. A predictable script with real target words gives daily practice in front of peers. Base the choice on sentence-level data and the student's interest in the job.
- Baseline
- Write the job script with the teacher, making sure it has several target-sound words. Observe or record the student doing the job on two or three days and score the target-sound words.
- Tips
- Each day's job is one opportunity, scored correct when every target-sound word is correct. Classroom adults can tally on a simple card. Rotate job scripts every few weeks so the words do not become memorized chunks. Classmates hear the student speaking with a real role, which builds confidence.
- Limits
- Scripts are predictable, so this sits between structured and spontaneous speech. Depends on the class schedule giving the student the job regularly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-072.
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Goal
By the annual IEP review date, when doing a daily classroom job that includes a short spoken script (such as the weather report or calendar), the student will say the job script with every target-sound word produced correctly independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during the student's job week, scored by the classroom adult.
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 goal413 characters
- By the annual IEP review date, when doing a daily classroom job that includes a short spoken script (such as the weather report or calendar), the student will say the job script with every target-sound word produced correctly independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during the student's job week, scored by the classroom adult.
- Timeframe
- By the annual IEP review date
- Condition
- When doing a daily classroom job that includes a short spoken script (such as the weather report or calendar)
- Behavior
- The student will say the job script with every target-sound word produced correctly independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily during the student's job week, scored by the classroom adult
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 3 consecutive weeks
- Collection schedule:
- daily during the student's job week, scored by the classroom adult
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when doing a daily classroom job that includes a short spoken script (such as the weather report or calendar), the student will say the job script with every target-sound word produced correctly independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily during the student's job week, scored by the classroom adult.
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.