Ever had a student who just needed to give it that little bit of extra, consistent practice to be accountable to themselves (not you) for remediation? Or a student who lacks motivation to practice outside of the speech room, but you aren't sure how to document that? Or a student whose caregivers are "on the fence" about dismissal from services, so you need a way to document the results of consistent efforts? Well, this is the form you need.
Write an IEP goal that follows your district protocol, but may look somewhat like this: "Little Billy" will independently measure his own progress with the production of /vowel r/ phonemes by using a practice calendar for 20 out of 26 days of the month as measured by data collected on the speech calendar for each full month during the school year and concluding by the end of the IEP period." Give the student a criterion reference test at the beginning of each month and suggested word lists and/or oral motor exercises. Let the STUDENT check the appropriate box for the type of practice they completed. At the end of the month, have parents sign the calendar and the student return it. Then, give a new criterion reference test to note the changes from the beginning to the end of the month. Plot the results on page two and talk with the student about what practice activities worked the best and which ones might better help them to achieve their goal. Use data to demonstrate how various amounts of practice (or lack thereof) can have a positive (or negative) effect on progress.