Judge whether the target sound was produced correctly
Live goal preview
By the annual IEP review date, when the SLP says 20 words containing the target sound (e.g., /s/), producing some correctly and some in error, the student will judge each production as correct or incorrect by saying "right" or "wrong" or pointing to a thumbs-up or thumbs-down card independently with at least 85% accuracy on correct-or-incorrect judgments of target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
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 who do not yet hear the difference between correct and incorrect productions of their target sound, often early in an articulation program. Present levels and SLP assessment, not grade, decide fit.
- Baseline considerations
- Present 20 words, about half produced correctly and half with the student's typical error, in random order. Record each judgment. Repeat with the student's own recorded productions to see whether judging their own speech is harder.
- Usage notes
- Score each judgment correct when it matches the SLP's production (or the SLP's judgment of a recording). Present correct and incorrect items in a random order with about half of each, so guessing scores near 50%. Use the student's own error type (for example, a frontal lisp or /w/ for /r/) as the incorrect model.
- Known limitations
- Judging productions is a listening skill and does not show that the student can produce the sound. It is a supporting goal, usually paired with sl-art-001 or sl-art-005. Chance performance is 50%, so baselines near that level mean the skill is not yet present.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-art-006.
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.
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 85% accuracy on correct-or-incorrect judgments of target-sound productions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the SLP says 20 words containing the target sound (e.g., /s/), producing some correctly and some in error, the student will judge each production as correct or incorrect by saying "right" or "wrong" or pointing to a thumbs-up or thumbs-down card independently with at least 85% accuracy on correct-or-incorrect judgments of target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.