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Segment spoken words into phonemes (timed)

Unreviewed draftK-2Rate (per minute)
Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Count of correct responses per minute on a timed task.

Measurement method

A fixed-length timing (for example, 1 or 2 minutes) used to calculate a per-minute rate.

Mastery rule
Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, given a 1-minute oral probe of spoken one-syllable words with two to four phonemes, the student will say each individual sound in each spoken word independently at a rate of at least 35 sounds correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.

Baseline: 12 sounds correct per minute.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Rate (per minute) is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Timed probes can produce rate (per minute) data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Phonological Awareness.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
Fits students whose screening or diagnostic data show they cannot yet reliably break spoken words into individual sounds. Present levels and a brief segmentation probe, not grade placement, should decide whether this goal and its word set are a fit.
Baseline considerations
Give three 1-minute probes on separate days and use the median. Score each correctly produced phoneme (partial credit for onset-rime splits if your scoring rule allows it, and say so). Note whether errors are omissions, additions, or blending sounds back together.
Usage notes
Use when segmentation is a documented gap that is slowing spelling or decoding. Keep the probe purely oral (no letters) so it measures phonemic skill rather than letter knowledge. Individualize the target from the student's own baseline and growth rate.
Known limitations
A per-minute rate rewards speed; a student who segments accurately but slowly may need an accuracy goal first. Oral probes need consistent administration (same voice, pacing, and scoring rule) to be comparable week to week. This goal does not measure whether segmentation transfers to spelling.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID rd-pa-001.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Frequency & rate tracker. Your goal is a per-minute rate, so the sheet records timing length and number correct.

Frequency & rate tracker

Rate (per minute)
Student label:
 
Target:
at a rate of at least 35 sounds correct per minute
Mastery rule:
in 3 of 4 consecutive weekly probes
Collection schedule:
weekly
Method:
Timed probes
Data collector:
 

Goal: By the annual IEP review date, given a 1-minute oral probe of spoken one-syllable words with two to four phonemes, the student will say each individual sound in each spoken word independently at a rate of at least 35 sounds correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.

Frequency & rate tracker
DateProbe / formTiming (min)# correct# errorsCorrect per minute# correct ÷ minutesSupport levele.g., independent, 1 verbal promptNotes

Preview shows 4 of 12 rows.

  • Use the same timing length and probe type every session.
  • Rate = number correct ÷ minutes timed.
  • Target unit: sounds correct per minute.

The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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