Point to the letter that makes a spoken sound
When to use this goal
For students who do not yet produce letter sounds on demand but can show the connection receptively, including students with limited speech. Base the choice on a receptive sound check; this can be a stepping stone or, for some students, the main letter-sound goal.
- Baseline
- Check 20 sounds in a field of 3 over two sessions, rotating the target's position. Include at least one visually similar distractor in some trials so the data show discrimination, not just recognition. Record whether the student finds the letter faster when the keyword picture is on the card.
- Tips
- A good fit for students who use AAC or who have speech sound errors that make expressive sound goals hard to score. Pair with a sound-production goal when speech allows. The sound wall condition connects the skill to what the class uses.
- Limits
- A field of 3 gives a chance score of about 33 percent, so the baseline should be read against that. Receptive identification does not show that the student can produce the sound when reading. Pointing requires scanning the row; a student who always picks the first or last card needs the field arranged differently.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-009.
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Goal
By the annual IEP review date, given a row of 3 lowercase letter cards and a spoken sound, the student will point to or touch the letter that makes the sound independently with at least 85% accuracy on sound-to-letter trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Letter Names & Sounds.
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
- Reading - Letter Names & Sounds
- Baseline
- 40% accuracy.
- Annual goal327 characters
- By the annual IEP review date, given a row of 3 lowercase letter cards and a spoken sound, the student will point to or touch the letter that makes the sound independently with at least 85% accuracy on sound-to-letter trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a row of 3 lowercase letter cards and a spoken sound
- Behavior
- The student will point to or touch the letter that makes the sound independently
- Criteria
- With at least 85% accuracy on sound-to-letter trials, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on sound-to-letter trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a row of 3 lowercase letter cards and a spoken sound, the student will point to or touch the letter that makes the sound independently with at least 85% accuracy on sound-to-letter trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.