Use a chosen speech strategy during conversation with the SLP
When to use this goal
For students who stutter, use a chosen strategy reliably in structured tasks (sl-flu-001), and are ready to try it in open conversation before taking it to class (sl-flu-003). Base the choice on structured-task data and the student's own goals.
- Baseline
- Record a 5-minute conversation and score the first 10 speaking turns for strategy use as taught. Ask the student afterward how often they thought about using the strategy and whether it felt worth the effort; their view guides whether to keep this goal.
- Tips
- The first 10 speaking turns (a turn is each time the student starts talking after the partner) are the opportunities. Score correct when the SLP hears the strategy as taught; stuttering is not scored as an error. The student may choose not to use the strategy on a turn; record and discuss it rather than counting it against them. Pair with sl-flu-003 for the classroom step.
- Limits
- Conversation with the SLP is still a safe setting. Strategy use, communication attitudes, and participation are the targets chosen with the student; this goal does not target fluent speech or stuttering frequency. Scoring strategy use in real time is hard, so record.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-009.
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Goal
By the annual IEP review date, during a 5-minute conversation with the SLP on a topic of the student's choice, the student will use Blank to fill in: [their chosen strategy, e.g. easy onset, light contact, a pullout, or a pause] at the start of their speaking turns independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [their chosen strategy]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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 Speech Fluency (Stuttering).
Met: Level of support. Defined.
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 - Speech Fluency (Stuttering)
- Baseline
- 3 of 10 opportunities.
- Annual goal421 characters
- By the annual IEP review date, during a 5-minute conversation with the SLP on a topic of the student's choice, the student will use [their chosen strategy, e.g. easy onset, light contact, a pullout, or a pause] at the start of their speaking turns independently in at least 7 of 10 opportunities, 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
- During a 5-minute conversation with the SLP on a topic of the student's choice
- Behavior
- The student will use [their chosen strategy, e.g. easy onset, light contact, a pullout, or a pause] at the start of their speaking turns independently
- Criteria
- In at least 7 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 10 opportunities
- 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, during a 5-minute conversation with the SLP on a topic of the student's choice, the student will use [their chosen strategy, e.g. easy onset, light contact, a pullout, or a pause] at the start of their speaking turns independently in at least 7 of 10 opportunities, across 3 consecutive therapy 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.