Say clear /s/ and /z/ word endings
When to use this goal
For students whose /s/ and /z/ are distorted or weak at the ends of words, where they often carry meaning (cats, dogs, Mom's, runs). Base the choice on an articulation probe that separates sound accuracy from grammar. If the student leaves endings off because the grammar form is not yet learned, use the syntax-morphology templates instead.
- Baseline
- Score each word ending as correct, distorted, or omitted. Omissions may be grammatical rather than articulatory; check whether the student uses the plural in other ways ("two cat" with a clear /s/ elsewhere). Check the student's dialect: some dialects mark plural or possession differently, and those patterns are not errors.
- Tips
- Score the sound quality on each ending: correct when the /s/ or /z/ is clear and produced with the tongue behind the teeth. Keep the grammar question separate: a student who omits the ending entirely may need a syntax goal (sl-syn-004) rather than an articulation goal. Do not count dialect-based endings as errors.
- Limits
- This template measures the sound, not the grammar. Final /z/ often sounds like /s/ in natural speech, so agree in advance whether devoicing counts as correct.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-029.
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Goal
By the annual IEP review date, given 20 picture pairs showing one and more than one item (such as cat and cats, bus and buses), the student will produce a clear final /s/ or /z/ on each word ending independently with at least 85% accuracy on final /s/ and /z/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% 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
- 40% accuracy.
- Annual goal397 characters
- By the annual IEP review date, given 20 picture pairs showing one and more than one item (such as cat and cats, bus and buses), the student will produce a clear final /s/ or /z/ on each word ending independently with at least 85% accuracy on final /s/ and /z/ 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 pairs showing one and more than one item (such as cat and cats, bus and buses)
- Behavior
- The student will produce a clear final /s/ or /z/ on each word ending independently
- Criteria
- With at least 85% accuracy on final /s/ and /z/ 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 85% accuracy on final /s/ and /z/ 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 pairs showing one and more than one item (such as cat and cats, bus and buses), the student will produce a clear final /s/ or /z/ on each word ending independently with at least 85% accuracy on final /s/ and /z/ 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.