One Challenge for “Melissa’s Goodwill Tour” Met!

Today Chelsea Graham shares her process for reinforcing “I can…” statements:

EVERYone of the students on my caseload has different goals (that’s why it’s called an INDIVIDUAL Education Plan).  As a result, it is not possible to post generic “I can” statements in order to inform students what their targets are in speech. One of my goals as an SLP, is to ensure each one of my speech students understands WHY they come to speech.  Knowledge is power! The photos below are how I accomplish this goal.


I’ve established an ‘Arrival Routine’ for each speech session. In general, I pick up each group of students for their speech therapy time. I used the walk back to the room to review their goals with them, and give them each a “Speech Challenge” that targets one of their goals.  Most of the time I come up with the challenges on the fly – but when my brain is strained, I use this resource I purchased on TPT.

While standing outside the door, we review the entry routine. “First we get our name card, then we put it in the basket and last we sit down quietly.” This is a great opportunity to observe a student’s ability to recall multi-step directions, use sequence words, syntax, pragmatic skills and use target speech sounds. Upon entry to my room (and I use that term loosely, as it’s more of a closet J), each student follows the routine.

At the end of the session, by participating and working hard, each student has earned a sticker for their name card (I use the stickers as a behavior management tool, although I RARELY withhold stickers. Instead, for students with behavior issues, I give them the opportunity to earn an extra sticker). Ten stickers earn the student a trip to the treasure chest (over the year, on average, each students earns 3 trips to treasure chest).

BEFORE I give a student their sticker, they must tell me what their speech goals are. Their speech goals are written in student friendly terms on the back of their name card. For the first few sessions each school year, we simply read them together. We talk about how reaching their goals will help them in the classroom. Ownership of their goals give them a feeling of empowerment to make progress!

Fellow SLP’s – share how you are ensuring your students know their goals, I love learning from my peers!

Thanks, Chelsea!!


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