Produce vocalic /r/ in words across vowel contexts
When to use this goal
For students who produce consonant /r/ (as in "red") but not the vowel-like /r/ at the ends of syllables (er, ar, or, air, ear, ire). Vocalic /r/ is one of the most common articulation targets in upper elementary and beyond. Base the choice on a probe across the six vocalic /r/ contexts.
- Baseline
- Probe at least 5 words in each of the six contexts and record which contexts, if any, are correct or stimulable. Most students have one context that is easier (often "er" or "ar"); start there. Confirm consonant /r/ is established, and note whether /r/ blends are also in error.
- Tips
- Score each production correct when the /r/ coloring is clearly audible without a /w/ or plain vowel substitution. Work one context at a time and add contexts as each becomes accurate; the second condition is the end-of-year probe across all six. Recording helps older students hear the difference and self-rate. For the consonant /r/ in blends, see sl-art-010.
- Limits
- Vocalic /r/ can take a long time, and some students plateau; the team should periodically weigh the effect on intelligibility and the student's wishes. Word-level accuracy does not predict conversation (sl-art-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-020.
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Goal
By the annual IEP review date, given 20 picture or word cards containing Blank to fill in: [vocalic /r/ context currently being practiced, e.g. "er" as in "her" and "bird"], the student will produce vocalic /r/ correctly in each word independently with at least 80% accuracy on vocalic /r/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 25% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [vocalic /r/ context currently being practiced]. 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
- 25% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given 20 picture or word cards containing [vocalic /r/ context currently being practiced, e.g. "er" as in "her" and "bird"], the student will produce vocalic /r/ correctly in each word independently with at least 80% accuracy on vocalic /r/ productions, 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 [vocalic /r/ context currently being practiced, e.g. "er" as in "her" and "bird"]
- Behavior
- The student will produce vocalic /r/ correctly in each word independently
- Criteria
- With at least 80% accuracy on vocalic /r/ productions, 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 vocalic /r/ 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, given 20 picture or word cards containing [vocalic /r/ context currently being practiced, e.g. "er" as in "her" and "bird"], the student will produce vocalic /r/ correctly in each word independently with at least 80% accuracy on vocalic /r/ 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. Sheets print blank; no student data is stored.