Reflect on strategy use after speaking
When to use this goal
For students who stutter who use speech strategies sometimes and want to figure out which ones work for them in which situations. Base the choice on strategy data and the student's goals. The student decides which strategies to keep.
- Baseline
- Ask the student to reflect on two or three recent situations and note which parts of the reflection they include without prompts.
- Tips
- Each reflected situation is one opportunity; score correct when all four parts are included. Choosing not to use a strategy is a valid decision and can be part of a full reflection.
- Limits
- Relies on self-report. Reflection quality does not show how often strategies are used.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-027.
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Goal
By the annual IEP review date, after a planned speaking situation during the week (such as ordering, a class answer, or a phone call), the student will describe the speaking situation, the strategy they used or chose not to use, how it worked, and what they will try next time independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 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. 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.
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
- 1 of 5 opportunities.
- Annual goal418 characters
- By the annual IEP review date, after a planned speaking situation during the week (such as ordering, a class answer, or a phone call), the student will describe the speaking situation, the strategy they used or chose not to use, how it worked, and what they will try next time independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a planned speaking situation during the week (such as ordering, a class answer, or a phone call)
- Behavior
- The student will describe the speaking situation, the strategy they used or chose not to use, how it worked, and what they will try next time independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a planned speaking situation during the week (such as ordering, a class answer, or a phone call), the student will describe the speaking situation, the strategy they used or chose not to use, how it worked, and what they will try next time independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected weekly.
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.