We know that our students acquire their speech-language goals and objectives within the therapy room. We also know that the next hurdle involves generalization and maintenance--and the classroom teacher is instrumental in that process of successful remediation. This observational/behavior counting form that can be used by classroom teachers as they observe target production in utterances with increasing length and complexity. These observations can take place during moments of oral reading, report presentation or just informal conversation. Results can be reviewed by the SLP and classroom teachers in order to determine next-step decisions in the therapy process.