Blend spoken syllables into a word
When to use this goal
For students who can blend compound words but not syllables of ordinary words, as shown by a short blending check. This is the step before onset-rime and phoneme blending; present levels decide whether it is the right place to start.
- Baseline
- Use words the student says correctly in conversation so vocabulary and articulation do not confound the score. Run 10 two-syllable items and 10 three-syllable items on separate days. Record whether errors are repetitions of the last syllable only, which suggests a memory load issue rather than a blending one.
- Tips
- The picture-choice condition lets students with limited speech show the skill. Keep the pause consistent; a longer pause makes the task harder. Move to onset-rime blending once three-syllable words are steady.
- Limits
- Syllable blending is close to ordinary listening for many students and may not need a goal. Picture choices allow guessing from the first syllable. Does not measure phoneme blending, which is the skill decoding needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-009.
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Goal
By the annual IEP review date, given 10 familiar two- and three-syllable words spoken one syllable at a time with a one-second pause between syllables, the student will say the whole word independently with at least 90% accuracy on syllable blending items, 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 Phonological Awareness.
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 - Phonological Awareness
- Baseline
- 40% accuracy.
- Annual goal358 characters
- By the annual IEP review date, given 10 familiar two- and three-syllable words spoken one syllable at a time with a one-second pause between syllables, the student will say the whole word independently with at least 90% accuracy on syllable blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 familiar two- and three-syllable words spoken one syllable at a time with a one-second pause between syllables
- Behavior
- The student will say the whole word independently
- Criteria
- With at least 90% accuracy on syllable blending items, 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 90% accuracy on syllable blending items
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 familiar two- and three-syllable words spoken one syllable at a time with a one-second pause between syllables, the student will say the whole word independently with at least 90% accuracy on syllable blending items, 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.