Catch and restate a cluttered phrase
When to use this goal
For students who can rate their pace on a recording and use a pacing strategy in structured tasks, and who now need to notice cluttered moments as they happen (a phrase that comes out rushed, collapsed, or jumbled) and fix them. The SLP's evaluation and present levels, not grade, decide fit.
- Baseline
- Record a 5-minute conversation and mark each cluttered moment a listener would struggle to follow. Count how many the student catches and fixes without a cue. Use the first 10 cluttered moments as the opportunities so data stay comparable across sessions.
- Tips
- Each cluttered moment is one opportunity; score it when the student catches and restates the phrase so a listener can follow. Agree on the signal and the repair phrase with the student so it feels like their tool. Peers and teachers can be coached to use the signal in class once the student is ready. If the student also stutters, keep stuttering moments out of this count.
- Limits
- Cluttered moments are judged by the listener, so scoring needs one consistent observer. Self-monitoring takes effort and may drop when the topic is exciting or demanding; plan for that. The template does not address language organization, which often comes with cluttering and may need its own goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-038.
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Goal
By the annual IEP review date, during a 5-minute conversation with the SLP about a topic the student chooses, the student will notice a rushed or run-together phrase and restate it at a slower pace with pauses at phrase boundaries independently in at least 7 of 10 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
Baseline: 2 of 10 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
- 2 of 10 opportunities.
- Annual goal373 characters
- By the annual IEP review date, during a 5-minute conversation with the SLP about a topic the student chooses, the student will notice a rushed or run-together phrase and restate it at a slower pace with pauses at phrase boundaries independently in at least 7 of 10 opportunities, across 3 consecutive weekly observations, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute conversation with the SLP about a topic the student chooses
- Behavior
- The student will notice a rushed or run-together phrase and restate it at a slower pace with pauses at phrase boundaries independently
- Criteria
- In at least 7 of 10 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Direct observation
- 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 7 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 5-minute conversation with the SLP about a topic the student chooses, the student will notice a rushed or run-together phrase and restate it at a slower pace with pauses at phrase boundaries independently in at least 7 of 10 opportunities, across 3 consecutive weekly observations, as measured by direct observation 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 | 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.