Onset-rime blending with picture choices
When to use this goal
For students who do not speak, or whose speech makes oral answers hard to score, who are ready to show onset-rime blending. A picture choice lets the student answer by pointing, touching, eye gaze selection, or a switch. Present levels in access decide the field size.
- Baseline
- Check that the student knows the pictures first. Use distractors from the same word family (hat, mat, cat) so the student has to listen to the onset. Record the access method.
- Tips
- Plan with the SLP and AT team. The same format works for phoneme blending later.
- Limits
- Picture choice allows guessing (33% with 3 pictures); use enough items. It shows blending, not production.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-025.
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Goal
By the annual IEP review date, given a word spoken as onset and rime and a field of 3 pictures, one of which is the word, the student will select the picture that shows the blended word independently with at least 85% accuracy on onset-rime 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 a word spoken as onset and rime and a field of 3 pictures, one of which is the word, the student will select the picture that shows the blended word independently with at least 85% accuracy on onset-rime 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 a word spoken as onset and rime and a field of 3 pictures, one of which is the word
- Behavior
- The student will select the picture that shows the blended word independently
- Criteria
- With at least 85% accuracy on onset-rime 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 85% accuracy on onset-rime 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 a word spoken as onset and rime and a field of 3 pictures, one of which is the word, the student will select the picture that shows the blended word independently with at least 85% accuracy on onset-rime 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.