Produce consonant blends correctly in sentences and reading aloud
When to use this goal
For students accurate with the target blends in single words who still simplify or distort them in sentences and reading. Base the choice on word-level blend data. Use reading material at the student's independent level so decoding does not interfere.
- Baseline
- Record the student reading two passages and describing two pictures, then score every target blend. Compare with word-level data to confirm that the drop happens when the blends are embedded in longer speech.
- Tips
- Score every occurrence of a target blend, not one per sentence. Correct means both consonants are present and the target sound is not substituted or distorted. Words the student misreads are not scored. Recording lets the SLP and student review errors together.
- Limits
- Reading and structured sentences are still planned speech; check carryover in conversation with sl-art-004. Passage choice changes how many opportunities occur, so keep passages comparable in blend count and difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-011.
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Goal
By the annual IEP review date, given 10 words containing the target sound in a blend, each used in a student-generated sentence, the student will produce the target blends correctly in each sentence independently with at least 85% accuracy on target-blend occurrences, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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 Articulation.
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
- Speech & Language - Articulation
- Baseline
- 50% accuracy.
- Annual goal369 characters
- By the annual IEP review date, given 10 words containing the target sound in a blend, each used in a student-generated sentence, the student will produce the target blends correctly in each sentence independently with at least 85% accuracy on target-blend occurrences, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 words containing the target sound in a blend, each used in a student-generated sentence
- Behavior
- The student will produce the target blends correctly in each sentence independently
- Criteria
- With at least 85% accuracy on target-blend occurrences, across 3 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 target-blend occurrences
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 words containing the target sound in a blend, each used in a student-generated sentence, the student will produce the target blends correctly in each sentence independently with at least 85% accuracy on target-blend occurrences, across 3 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.