Take the second sound out of a blend
When to use this goal
For students who delete first sounds, including the first sound of a blend, but not a sound inside the word (say slip without /l/ gives sip). This advanced skill is often weak in older students who still misread blends. Present levels decide fit.
- Baseline
- Probe initial and final blends separately. Note whether the student drops the wrong sound or the whole blend.
- Tips
- Follows deletion of the first sound of a blend. Brief daily oral practice helps older students.
- Limits
- Items must be said clearly; some speakers blur blends.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-046.
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Goal
By the annual IEP review date, given 10 spoken words with an initial blend, each with the direction to say it without the second sound of the blend, the student will say the word that is left independently with at least 85% accuracy on inner-sound deletion items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal365 characters
- By the annual IEP review date, given 10 spoken words with an initial blend, each with the direction to say it without the second sound of the blend, the student will say the word that is left independently with at least 85% accuracy on inner-sound deletion items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken words with an initial blend, each with the direction to say it without the second sound of the blend
- Behavior
- The student will say the word that is left independently
- Criteria
- With at least 85% accuracy on inner-sound deletion items, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 inner-sound deletion items
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken words with an initial blend, each with the direction to say it without the second sound of the blend, the student will say the word that is left independently with at least 85% accuracy on inner-sound deletion items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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.