Judge own "th" in a recording
When to use this goal
For students who can produce "th" on request but do not yet hear their own slips. Self-judging is the bridge to carryover. Base the choice on whether the student can tell correct from incorrect "th" when the SLP says it.
- Baseline
- Have the student judge 10 of the SLP's productions, then 10 of their own. Many students judge others more accurately than themselves; the gap shows where to start.
- Tips
- Score agreement with the SLP, not the student's production. Praise honest "incorrect" marks; the skill is noticing.
- Limits
- Accurate self-judging does not guarantee correct production. Recording quality can blur "th" and /f/; use a decent microphone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-078.
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Goal
By the annual IEP review date, while listening back to a recording of themselves reading 10 sentences with "th" words, the student will mark each "th" word as correct or incorrect on a checklist, matching the SLP's judgment independently with at least 85% accuracy on self-judgments that match the SLP's judgment, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 50% accuracy.
- Annual goal438 characters
- By the annual IEP review date, while listening back to a recording of themselves reading 10 sentences with "th" words, the student will mark each "th" word as correct or incorrect on a checklist, matching the SLP's judgment independently with at least 85% accuracy on self-judgments that match the SLP's judgment, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- While listening back to a recording of themselves reading 10 sentences with "th" words
- Behavior
- The student will mark each "th" word as correct or incorrect on a checklist, matching the SLP's judgment independently
- Criteria
- With at least 85% accuracy on self-judgments that match the SLP's judgment, across 3 consecutive therapy 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on self-judgments that match the SLP's judgment
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, while listening back to a recording of themselves reading 10 sentences with "th" words, the student will mark each "th" word as correct or incorrect on a checklist, matching the SLP's judgment independently with at least 85% accuracy on self-judgments that match the SLP's judgment, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.