Produce longer utterances in a language sample
Live goal preview
By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.
Baseline: 4 times per 10-minute language sample.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Frequency is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Frequency (event) recording can produce frequency data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Expressive Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who communicate mostly in one- to three-word utterances when longer combinations would help them get their message across. Present levels, a language sample (including MLU), and the SLP's assessment, not grade, decide fit and the length targeted. Works with speech, sign, or AAC.
- Baseline considerations
- Record and transcribe two or three 10-minute samples in similar activities. Count utterances of four or more words and calculate mean length of utterance (MLU) in morphemes as background information. Note the activity and partner, because both affect utterance length.
- Usage notes
- Count an utterance when the student produces a spontaneous message of four or more words (or signs or device symbols) as one unit; exact imitations of an adult model do not count. Keep the activity and partner similar across samples. MLU can be tracked as a secondary measure in the present levels; this template counts long utterances because MLU is not a unit the data sheets support. Individualize the length (three, four, or five words) to the student's sample.
- Known limitations
- Utterance length does not show grammatical accuracy or vocabulary range; pair with sl-exp-001 if grammar is a need. Counts depend heavily on activity and partner talkativeness. Transcription takes time, so live tallies may be less accurate than recorded samples.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-exp-002.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 15 times per 10-minute language sample
- Mastery rule:
- across 3 consecutive weekly language samples
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 10-minute language sample.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.