Catch and fix own unclear words
When to use this goal
For students who can say target words clearly with effort but do not notice when a word comes out unclear in class or conversation. Present levels decide fit. Self-correction is a step toward independence.
- Baseline
- In a 10-minute sample, mark each unclear target word and whether the student self-corrected. Ten unclear productions make a clear baseline; extend the sample if fewer occur.
- Tips
- Each unclear target word is one opportunity. A self-correction counts even if the second try is not perfect, as long as the student tried again with a strategy. Celebrate noticing.
- Limits
- The number of unclear words changes as speech gets clearer, which changes the denominator; report both counts. Self-correcting too often can slow conversation; balance with conversation goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-027.
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Goal
By the annual IEP review date, during a 10-minute structured conversation or picture description in therapy, when the student says one of their target words unclearly, the student will notice the unclear word and say it again with the practiced strategy before going on independently in at least 6 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 1 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. 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 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 10 opportunities.
- Annual goal436 characters
- By the annual IEP review date, during a 10-minute structured conversation or picture description in therapy, when the student says one of their target words unclearly, the student will notice the unclear word and say it again with the practiced strategy before going on independently in at least 6 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute structured conversation or picture description in therapy, when the student says one of their target words unclearly
- Behavior
- The student will notice the unclear word and say it again with the practiced strategy before going on independently
- Criteria
- In at least 6 of 10 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each therapy session
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 6 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute structured conversation or picture description in therapy, when the student says one of their target words unclearly, the student will notice the unclear word and say it again with the practiced strategy before going on independently in at least 6 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
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.