Practice the target sound with a peer partner
When to use this goal
For students accurate in words and sentences who can practice with a peer, either a classmate in the speech group or a trained peer buddy. Peers add a natural listener and more turns. Base the choice on sentence-level data and the student's comfort with a partner.
- Baseline
- Play one round with a peer and score each turn. Compare with the same task with the SLP as the partner; a drop with a peer shows the gap this goal addresses.
- Tips
- Each turn is one opportunity, scored correct when the target sound is correct in the sentence. Teach the peer to cue kindly and only in agreed ways. Peers should be partners, not correctors; the SLP scores. Rotate partners when possible.
- Limits
- Peer pairings depend on schedules and relationships. Peer cueing can turn into criticism; the SLP watches for that and adjusts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-073.
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Goal
By the annual IEP review date, during a card game with a peer in which each turn needs a target-sound word in a sentence, the student will say a sentence with the target sound produced correctly on each turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 4 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. 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
- 4 of 10 opportunities.
- Annual goal373 characters
- By the annual IEP review date, during a card game with a peer in which each turn needs a target-sound word in a sentence, the student will say a sentence with the target sound produced correctly on each turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a card game with a peer in which each turn needs a target-sound word in a sentence
- Behavior
- The student will say a sentence with the target sound produced correctly on each turn independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a card game with a peer in which each turn needs a target-sound word in a sentence, the student will say a sentence with the target sound produced correctly on each turn independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.