Tap a dot or switch per sound
When to use this goal
For students who cannot say sounds clearly, or do not speak, who are ready to show they can count and sequence the sounds in spoken words. Touching a dot or pressing a switch for each sound gives an observable response. Present levels in access decide the format.
- Baseline
- Include 2-, 3-, and 4-sound words so the student cannot touch the same number every time. Record the access method and any motor delay that affects timing.
- Tips
- Plan with the SLP, OT, and AT team. The same dots can be used for blending (touch each dot as the adult says a sound, then select the picture).
- Limits
- Counting sounds is not full segmentation, since the student does not produce each sound. Motor timing can blur the count; allow time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-038.
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Goal
By the annual IEP review date, given a spoken CVC word and a card with 4 dots in a row, the student will touch one dot or press the switch once for each sound in the word independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 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
- 2 of 10 opportunities.
- Annual goal321 characters
- By the annual IEP review date, given a spoken CVC word and a card with 4 dots in a row, the student will touch one dot or press the switch once for each sound in the word independently in at least 8 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 spoken CVC word and a card with 4 dots in a row
- Behavior
- The student will touch one dot or press the switch once for each sound in the word independently
- Criteria
- In at least 8 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 8 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 spoken CVC word and a card with 4 dots in a row, the student will touch one dot or press the switch once for each sound in the word independently in at least 8 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.