Read aloud in class with clear "th"
When to use this goal
For students whose "th" is accurate in therapy and who now need to use it in the general education classroom. Base the choice on therapy data and a teacher report that errors still show up in class reading.
- Baseline
- Observe two class read-alouds and score each "th" word. Ask the teacher which activities involve reading aloud so observations fit the real schedule.
- Tips
- Count self-corrections as correct. Agree on a private reminder with the student so no attention is drawn to their speech in front of peers.
- Limits
- Some students read aloud rarely in class, which limits data. Reading accuracy may run ahead of conversational accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-079.
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Goal
By the annual IEP review date, while reading aloud a paragraph at their independent level during a class reading activity, the student will read each "th" word with the tongue placed forward independently with at least 85% accuracy on "th" words read aloud in class, on 3 of 4 classroom observations, as measured by opportunity-by-opportunity data collected every two weeks, during class reading.
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 goal396 characters
- By the annual IEP review date, while reading aloud a paragraph at their independent level during a class reading activity, the student will read each "th" word with the tongue placed forward independently with at least 85% accuracy on "th" words read aloud in class, on 3 of 4 classroom observations, as measured by opportunity-by-opportunity data collected every two weeks, during class reading.
- Timeframe
- By the annual IEP review date
- Condition
- While reading aloud a paragraph at their independent level during a class reading activity
- Behavior
- The student will read each "th" word with the tongue placed forward independently
- Criteria
- With at least 85% accuracy on "th" words read aloud in class, on 3 of 4 classroom observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks, during class reading
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 "th" words read aloud in class
- Mastery rule:
- on 3 of 4 classroom observations
- Collection schedule:
- every two weeks, during class reading
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, while reading aloud a paragraph at their independent level during a class reading activity, the student will read each "th" word with the tongue placed forward independently with at least 85% accuracy on "th" words read aloud in class, on 3 of 4 classroom observations, as measured by opportunity-by-opportunity data collected every two weeks, during class reading.
| 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.