Produce the target sound in consonant blends in words
When to use this goal
For students who produce the target sound correctly as a single consonant in words but lose it when it is part of a blend (for example, /r/ in "tree" or /l/ in "blue"). Base the choice on single-consonant word data. For students who reduce all clusters to one sound, see sl-phon-003 instead.
- Baseline
- Confirm the target sound is accurate as a singleton in words first. Then probe 20 or more blend words across blend types (for /r/: tr, dr, br, pr, gr, kr, fr, thr) and record which blends are hardest. Many students find some blend partners easier; start there.
- Tips
- Score each blend correct when the target sound within it is produced without substitution or distortion and the other consonant is also present. A vowel inserted between the consonants ("buh-lue") is scored as an error. Individualize the blend types to the student's error pattern. After blends in words, move to blends in sentences and reading (sl-art-011).
- Limits
- Blend accuracy in words does not predict blends in connected speech. Students with many cluster errors across different sounds may need a phonological approach (sl-phon-003) instead of a sound-by-sound one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-010.
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Goal
By the annual IEP review date, given 20 picture or word cards containing Blank to fill in: [target sound, e.g. /r/] in an initial consonant blend (such as tr-, br-, gr-), the student will produce the target sound correctly within each consonant blend independently with at least 80% accuracy on target-sound productions in blends, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal437 characters
- By the annual IEP review date, given 20 picture or word cards containing [target sound, e.g. /r/] in an initial consonant blend (such as tr-, br-, gr-), the student will produce the target sound correctly within each consonant blend independently with at least 80% accuracy on target-sound productions in blends, 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 picture or word cards containing [target sound, e.g. /r/] in an initial consonant blend (such as tr-, br-, gr-)
- Behavior
- The student will produce the target sound correctly within each consonant blend independently
- Criteria
- With at least 80% accuracy on target-sound productions in blends, 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 blends
- 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 picture or word cards containing [target sound, e.g. /r/] in an initial consonant blend (such as tr-, br-, gr-), the student will produce the target sound correctly within each consonant blend independently with at least 80% accuracy on target-sound productions in blends, 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.