Use longer phrases during home routines
When to use this goal
For young students whose language sample at school shows short utterances and whose family wants to practice at home. Base the length targeted on the SLP's sample. Use when the family has chosen a routine they already do every day; the goal is not homework added to a busy evening.
- Baseline
- Ask the family to tally three-word phrases during the chosen routine on three days, using a chart with tally boxes, before the target is set. Compare with a 10-minute school sample. Families may count differently from the SLP at first; review one short recorded routine together to agree on what counts.
- Tips
- Count each spontaneous or modeled-then-produced phrase of three or more words, signs, or device symbols. Accept the family's home language: a three-word phrase in any language counts, and the SLP should never ask a bilingual family to switch to English for practice. Keep the chart simple (tally marks, one line per day) and check in monthly to celebrate and adjust.
- Limits
- Family tallies are less precise than SLP-transcribed samples and depend on the routine and the family's time. They show use at home, which school data cannot, but should be read as a trend. Do not use this goal if the family has not chosen it or if home data would add stress.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-024.
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Goal
By the annual IEP review date, during a 10-minute daily home routine chosen by the family (such as bath time, a family meal, or getting dressed), the student will produce utterances of three or more words using speech, sign, or their communication device independently at least 10 times per 10-minute home routine, on 4 of 5 recorded home routines, as measured by frequency recording collected on 5 days of each month, tallied by the family on a simple chart.
Baseline: 3 times per 10-minute home routine.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Expressive Language.
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 - Expressive Language
- Baseline
- 3 times per 10-minute home routine.
- Annual goal459 characters
- By the annual IEP review date, during a 10-minute daily home routine chosen by the family (such as bath time, a family meal, or getting dressed), the student will produce utterances of three or more words using speech, sign, or their communication device independently at least 10 times per 10-minute home routine, on 4 of 5 recorded home routines, as measured by frequency recording collected on 5 days of each month, tallied by the family on a simple chart.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute daily home routine chosen by the family (such as bath time, a family meal, or getting dressed)
- Behavior
- The student will produce utterances of three or more words using speech, sign, or their communication device independently
- Criteria
- At least 10 times per 10-minute home routine, on 4 of 5 recorded home routines
- Evaluation method
- Frequency recording
- Schedule
- On 5 days of each month, tallied by the family on a simple chart
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 10 times per 10-minute home routine
- Mastery rule:
- on 4 of 5 recorded home routines
- Collection schedule:
- on 5 days of each month, tallied by the family on a simple chart
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute daily home routine chosen by the family (such as bath time, a family meal, or getting dressed), the student will produce utterances of three or more words using speech, sign, or their communication device independently at least 10 times per 10-minute home routine, on 4 of 5 recorded home routines, as measured by frequency recording collected on 5 days of each month, tallied by the family on a simple chart.
| 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 home routine.
- 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. Sheets print blank; no student data is stored.