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Produce the target sound correctly in conversation

Unreviewed draft3-5, 6-8Percent accuracy

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Percent of attempted items answered correctly.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule

Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, during a 3-minute conversational speech sample with the SLP, the student will produce the target sound (e.g., /r/) correctly in conversational speech independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive weekly conversation probes, as measured by opportunity-by-opportunity data collected weekly.

Baseline: 40% accuracy.

  • Condition
  • Observable behavior
  • Criterion
  • Measurement method
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Articulation.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For students accurate in structured reading or retell who still make errors in everyday speech. Present levels and structured-task data, not grade, decide fit. This is usually the last step of an articulation sequence.
Baseline considerations
Collect two or three conversational samples in different settings, scoring the first 20 to 30 occurrences of the target sound in each. Record the setting and partner, since accuracy often differs between the therapy room and the classroom.
Usage notes
Score a fixed number of occurrences (for example, the first 20 occurrences of the target sound in the sample) so probes are comparable. Correct means no substitution, omission, or distortion. Do not interrupt the conversation to correct the student while collecting probe data. Collecting at least some samples outside the therapy room shows whether the skill carries over.
Known limitations
Conversational accuracy is affected by topic, partner, fatigue, and how much the student is thinking about speech. Scoring in real time is hard; an audio recording improves reliability. The goal does not capture how intelligible the student is overall.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID sl-art-004.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.

Accuracy tracker

Percent accuracy
Student label:
 
Target:
with at least 80% accuracy on target-sound occurrences
Mastery rule:
across 3 consecutive weekly conversation probes
Collection schedule:
weekly
Method:
Opportunity (trial) recording
Data collector:
 

Goal: By the annual IEP review date, during a 3-minute conversational speech sample with the SLP, the student will produce the target sound (e.g., /r/) correctly in conversational speech independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive weekly conversation probes, as measured by opportunity-by-opportunity data collected weekly.

Accuracy tracker
DateTask / materials# correct# attempted% accuracycorrect ÷ attempted × 100Support levele.g., independent, 1 verbal promptNotes

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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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