Produce the target sound in isolation and syllables
When to use this goal
For students who cannot yet produce the target sound on its own or who produce it only after extensive shaping. This is the entry level of a traditional articulation sequence. Base the choice on stimulability testing and the SLP's speech sound assessment.
- Baseline
- Test stimulability: present the sound in isolation, then in syllables with front, central, and back vowels, with a model and with placement cues. Record which cue types produce a correct sound. A student who is not stimulable with any cue may need a different starting approach, which the SLP decides.
- Tips
- Fill in the [target sound] blank with the student's sound. Score each trial correct when the SLP hears the target sound without substitution or distortion; a sound that is close but distorted is scored incorrect and the type of distortion is noted. This level often moves quickly once the student finds the placement, so expect to revise the goal within the year and move to sl-art-001 at the word level.
- Limits
- Isolation and syllable accuracy says nothing about use in words or conversation. A student who stays at this level for months may need a different approach (for example, a phonological or motor-based method) rather than more drill. Preschool students may lack the attention for 20 drill trials; collect trials across a play activity instead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-007.
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Goal
By the annual IEP review date, given 20 trials of Blank to fill in: [target sound, e.g. /k/] in isolation and in consonant-vowel syllables with different vowels, the student will produce the target sound in isolation and in syllables after an imitative model from the SLP with at least 80% accuracy on target-sound productions in isolation and syllables, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target sound]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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 Articulation.
Met: Level of support. Defined.
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
- Speech & Language - Articulation
- Baseline
- 20% accuracy.
- Annual goal461 characters
- By the annual IEP review date, given 20 trials of [target sound, e.g. /k/] in isolation and in consonant-vowel syllables with different vowels, the student will produce the target sound in isolation and in syllables after an imitative model from the SLP with at least 80% accuracy on target-sound productions in isolation and syllables, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 trials of [target sound, e.g. /k/] in isolation and in consonant-vowel syllables with different vowels
- Behavior
- The student will produce the target sound in isolation and in syllables after an imitative model from the SLP
- Criteria
- With at least 80% accuracy on target-sound productions in isolation and syllables, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 80% accuracy on target-sound productions in isolation and syllables
- 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, given 20 trials of [target sound, e.g. /k/] in isolation and in consonant-vowel syllables with different vowels, the student will produce the target sound in isolation and in syllables after an imitative model from the SLP with at least 80% accuracy on target-sound productions in isolation and syllables, 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. Sheets print blank; no student data is stored.