Use /l/ in sentences and short reading passages
When to use this goal
For students accurate with /l/ in single words in all positions who lose accuracy in connected speech. Base the choice on word-level data and a sentence probe. Present levels, not grade, decide fit.
- Baseline
- Score every /l/ in 10 sentences and in a short passage, by position. Note whether errors appear mainly in final position or in clusters, which tells you what to drill next.
- Tips
- Score every /l/ occurrence, including words the student did not practice. Reading aloud adds decoding demands, so use a passage at the student's independent level. When accuracy holds, move to class carryover (sl-art-034) or conversation (sl-art-004).
- Limits
- Structured sentences and reading are not conversation. If the student's /l/ is also distorted in clusters, add an l-blend template (sl-art-042).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-033.
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Goal
By the annual IEP review date, given 10 sentences, each with two or more /l/ words in different positions, the student will produce each /l/ in the sentence or passage correctly independently with at least 85% accuracy on /l/ productions in connected speech, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 goal383 characters
- By the annual IEP review date, given 10 sentences, each with two or more /l/ words in different positions, the student will produce each /l/ in the sentence or passage correctly independently with at least 85% accuracy on /l/ productions in connected speech, 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 10 sentences, each with two or more /l/ words in different positions
- Behavior
- The student will produce each /l/ in the sentence or passage correctly independently
- Criteria
- With at least 85% accuracy on /l/ productions in connected speech, 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 /l/ productions in connected speech
- 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 10 sentences, each with two or more /l/ words in different positions, the student will produce each /l/ in the sentence or passage correctly independently with at least 85% accuracy on /l/ productions in connected speech, 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.