Tell whether two spoken words are the same or different (phonological awareness)
When to use this goal
For students who do not notice small sound differences between words (pin and pen, cat and cap), which can underlie both speech and phonics errors. Base the choice on a discrimination check, ideally with the speech-language pathologist.
- Baseline
- Chance is 50 percent, so a baseline near 50 means the student is guessing; look at whether errors are mostly on different pairs (hearing everything as the same) or same pairs. Present the pairs with your mouth hidden so lip-reading does not help, and keep the pace even. Vary which sound differs (first, middle, last).
- Tips
- Often written together with the speech-language pathologist when speech sound errors and phonics errors overlap. Rule out a hearing concern first. Once discrimination is steady, move directly to sound isolation and segmentation goals.
- Limits
- A yes-no task is prone to guessing and response bias; use enough items and look at error type. Discrimination is a prerequisite rather than a reading skill, so keep the goal short. Background noise changes performance; test in a quiet room.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-012.
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Goal
By the annual IEP review date, given 10 pairs of spoken one-syllable words, half identical and half differing by one sound, the student will say or sign same or different for each pair independently with at least 90% accuracy on same-different pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 55% 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
- 55% accuracy.
- Annual goal352 characters
- By the annual IEP review date, given 10 pairs of spoken one-syllable words, half identical and half differing by one sound, the student will say or sign same or different for each pair independently with at least 90% accuracy on same-different pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pairs of spoken one-syllable words, half identical and half differing by one sound
- Behavior
- The student will say or sign same or different for each pair independently
- Criteria
- With at least 90% accuracy on same-different pairs, 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 same-different pairs
- 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 pairs of spoken one-syllable words, half identical and half differing by one sound, the student will say or sign same or different for each pair independently with at least 90% accuracy on same-different pairs, 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.