Repair a message a listener missed
When to use this goal
For students who are sometimes not understood and who repeat the same way, give up, or get upset. Present levels decide fit. Repairs include saying it slower, saying it in a different way, adding a gesture, spelling the first letter, or showing it on a device.
- Baseline
- Record 5 breakdowns across settings and what the student did: a new strategy, the same attempt again, giving up, or getting upset. Note which strategies the student already uses.
- Tips
- Count a repair when the student tries something different, even if one round is not enough. Let the student choose strategies for the card. Teach classmates to say "Can you show me?" rather than pretending to understand.
- Limits
- Natural breakdowns are uneven across days; the barrier game supplies steady practice. The goal does not change how clear speech is. Device repairs need a device that is charged and nearby.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-016.
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Goal
By the annual IEP review date, during class discussions, small groups, or lunch, when a listener asks the student to repeat or shows they did not understand, the student will repair the message with a different strategy than the first try (slower speech, a different word, a gesture, the first letter, or a device message) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice 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. 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 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
- 1 of 5 opportunities.
- Annual goal453 characters
- By the annual IEP review date, during class discussions, small groups, or lunch, when a listener asks the student to repeat or shows they did not understand, the student will repair the message with a different strategy than the first try (slower speech, a different word, a gesture, the first letter, or a device message) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class discussions, small groups, or lunch, when a listener asks the student to repeat or shows they did not understand
- Behavior
- The student will repair the message with a different strategy than the first try (slower speech, a different word, a gesture, the first letter, or a device message) independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice 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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class discussions, small groups, or lunch, when a listener asks the student to repeat or shows they did not understand, the student will repair the message with a different strategy than the first try (slower speech, a different word, a gesture, the first letter, or a device message) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice 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.