Identify which spoken word contains a target sound
When to use this goal
For students who can say first sounds but cannot yet find a given sound anywhere in a word, which is needed before phoneme position and manipulation work. Base the choice on a short detection probe.
- Baseline
- Use continuous sounds first (m, s, f, l) and put the target sound in the first position for early probes; medial and final positions come later. Keep the three words similar in length. Record whether errors cluster by sound position, which guides the progression.
- Tips
- Fits speech sessions as well as reading groups, since it can be built around a student's target speech sound. The sentence condition makes a natural game during read-alouds. Keep item sets purely oral.
- Limits
- Chance is 33 percent in a field of 3. Medial sounds, especially vowels, are much harder than first and last sounds, so mixed probes can look flat while position-specific skills are growing. Does not show the student can produce or segment the sound.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-013.
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Goal
By the annual IEP review date, given a target sound and 3 spoken words, only one of which contains it in any position, the student will say the word that contains the target sound independently in at least 9 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 4 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 4 of 10 opportunities.
- Annual goal330 characters
- By the annual IEP review date, given a target sound and 3 spoken words, only one of which contains it in any position, the student will say the word that contains the target sound independently in at least 9 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a target sound and 3 spoken words, only one of which contains it in any position
- Behavior
- The student will say the word that contains the target sound independently
- Criteria
- In at least 9 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 9 of 10 opportunities
- 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 target sound and 3 spoken words, only one of which contains it in any position, the student will say the word that contains the target sound independently in at least 9 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.