Make a phone call or order in a community setting using chosen strategies
When to use this goal
For high school students who stutter and avoid phone calls, ordering, or asking staff for help, and who want to do these things as part of transition. Base the choice on the student's list of avoided situations and their transition plan. Stuttering during the call counts fully as completing it.
- Baseline
- Ask the student which calls and community tasks they avoid or hand off to others. Plan 5 tasks over a month and record how many are started and completed. Use the student's own rating of difficulty for each task so progress can show in rated difficulty as well as completion.
- Tips
- Each planned task is one opportunity, scored correct when the student completes it and says what they meant, regardless of stuttering. Start with calls where the listener is briefed, then move to real ones. Self-advocacy lines ("I stutter, so this may take a moment") are optional tools the student chooses. Link to transition goals on community and work skills.
- Limits
- Only a few real opportunities occur each month, so the data are thin; rehearsals can be added as separate practice data. Strategy use, communication attitudes, and participation are the targets chosen with the student; fluency is not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-014.
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Goal
By the annual IEP review date, given a planned phone call (such as asking a store about hours or confirming an appointment) rehearsed and then made with the SLP present, the student will complete the call or request, saying what they intended and using their chosen strategies as needed independently in at least 4 of 5 opportunities, across 2 consecutive months of planned tasks, as measured by direct observation collected monthly, with the student's self-report after each task.
Baseline: 0 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation 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.
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 - Speech Fluency (Stuttering)
- Baseline
- 0 of 5 opportunities.
- Annual goal481 characters
- By the annual IEP review date, given a planned phone call (such as asking a store about hours or confirming an appointment) rehearsed and then made with the SLP present, the student will complete the call or request, saying what they intended and using their chosen strategies as needed independently in at least 4 of 5 opportunities, across 2 consecutive months of planned tasks, as measured by direct observation collected monthly, with the student's self-report after each task.
- Timeframe
- By the annual IEP review date
- Condition
- Given a planned phone call (such as asking a store about hours or confirming an appointment) rehearsed and then made with the SLP present
- Behavior
- The student will complete the call or request, saying what they intended and using their chosen strategies as needed independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months of planned tasks
- Evaluation method
- Direct observation
- Schedule
- Monthly, with the student's self-report after each task
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 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive months of planned tasks
- Collection schedule:
- monthly, with the student's self-report after each task
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a planned phone call (such as asking a store about hours or confirming an appointment) rehearsed and then made with the SLP present, the student will complete the call or request, saying what they intended and using their chosen strategies as needed independently in at least 4 of 5 opportunities, across 2 consecutive months of planned tasks, as measured by direct observation collected monthly, with the student's self-report after each task.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.