Speak phrases a new listener can follow
When to use this goal
For students whose family understands them but unfamiliar listeners do not. Present levels decide fit. The measure is how many words an unfamiliar listener understands, which is what matters in daily life.
- Baseline
- Record a set of 10 phrases and have an unfamiliar listener write what they hear. Count words written correctly out of words said. Use a new listener each time and keep the phrase length the same.
- Tips
- Listeners who know the student understand more; that is why this goal uses a new listener. Do not tell the listener the words ahead of time. A short audio recording lets several listeners score the same sample.
- Limits
- Listener skill varies; use similar listeners (school staff who do not work with the student). Scores depend on how predictable the phrases are. Not a formal intelligibility test.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-015.
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Goal
By the annual IEP review date, given 10 short phrases chosen from the student's practice set, said to an unfamiliar adult listener who cannot see the pictures and writes down what they hear, the student will say each phrase so the listener can write or repeat the words independently with at least 70% accuracy on words understood by the unfamiliar listener, in 3 of 4 monthly probes, as measured by work-sample analysis collected monthly with a different unfamiliar listener.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 40% accuracy.
- Annual goal476 characters
- By the annual IEP review date, given 10 short phrases chosen from the student's practice set, said to an unfamiliar adult listener who cannot see the pictures and writes down what they hear, the student will say each phrase so the listener can write or repeat the words independently with at least 70% accuracy on words understood by the unfamiliar listener, in 3 of 4 monthly probes, as measured by work-sample analysis collected monthly with a different unfamiliar listener.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short phrases chosen from the student's practice set, said to an unfamiliar adult listener who cannot see the pictures and writes down what they hear
- Behavior
- The student will say each phrase so the listener can write or repeat the words independently
- Criteria
- With at least 70% accuracy on words understood by the unfamiliar listener, in 3 of 4 monthly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Monthly with a different unfamiliar listener
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 70% accuracy on words understood by the unfamiliar listener
- Mastery rule:
- in 3 of 4 monthly probes
- Collection schedule:
- monthly with a different unfamiliar listener
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 short phrases chosen from the student's practice set, said to an unfamiliar adult listener who cannot see the pictures and writes down what they hear, the student will say each phrase so the listener can write or repeat the words independently with at least 70% accuracy on words understood by the unfamiliar listener, in 3 of 4 monthly probes, as measured by work-sample analysis collected monthly with a different unfamiliar listener.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.