Say whether a sound is at the beginning, middle, or end
When to use this goal
For students who can detect a sound in a word but cannot say where it falls, which is needed for spelling by sound position. Base the choice on a position probe; it usually follows sound detection and precedes full segmentation. Grade is not the factor.
- Baseline
- Use 12 items per probe with 4 for each position so the three positions are balanced. Chance is 33 percent. Use consonants as targets at first; medial vowels are harder and belong in a later probe. Record which position fails most; end position is often the weak one.
- Tips
- The box strip gives a pointing response that works for students with limited speech. Position language (beginning, middle, end) must be taught first; check that the student uses it for pictures in a row before testing sounds. Leads directly to spelling with sound boxes.
- Limits
- Words with blends make position ambiguous (where is /l/ in flag), so use CVC words. A pointing response can become a motor habit; vary the target position. Does not measure segmentation of the whole word.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-020.
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Goal
By the annual IEP review date, given a target sound and a spoken one-syllable word that contains it, with the question of where the sound is, the student will say whether the sound is at the beginning, middle, or end of the word independently with at least 90% accuracy on sound position 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 goal396 characters
- By the annual IEP review date, given a target sound and a spoken one-syllable word that contains it, with the question of where the sound is, the student will say whether the sound is at the beginning, middle, or end of the word independently with at least 90% accuracy on sound position items, 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 a spoken one-syllable word that contains it, with the question of where the sound is
- Behavior
- The student will say whether the sound is at the beginning, middle, or end of the word independently
- Criteria
- With at least 90% accuracy on sound position items, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on sound position 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 a target sound and a spoken one-syllable word that contains it, with the question of where the sound is, the student will say whether the sound is at the beginning, middle, or end of the word independently with at least 90% accuracy on sound position 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.