Use "ch" and "j" in words and phrases
When to use this goal
For students who say "sh" or /t/ for "ch" ("shair" or "tair" for chair) or /d/ or /z/ for "j", once "sh" is established. Base the choice on the SLP's probe. Present levels, not grade, decide fit. For younger children simplifying "ch" and "j" as a pattern, see sl-phon-010.
- Baseline
- Probe "ch" and "j" separately in each position and note the substitution. Check that "sh" is correct; if not, start with sl-art-039, since "ch" is built from a stop plus "sh".
- Tips
- Score correct when the sound has both the stop and the release; "sh" for "ch" is incorrect. Voiceless "ch" is often easier than voiced "j"; it is fine to target "ch" first and add "j".
- Limits
- Word and phrase level only. In bilingual learners, some home languages do not contrast "ch" and "sh"; a substitution that follows the home language pattern is a language difference, and the team decides whether English instruction, not a speech goal, fits.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-041.
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Goal
By the annual IEP review date, given 20 picture or word cards with "ch" or "j" at the start, middle, or end (such as cheese, kitchen, badge), the student will produce "ch" and "j" with a quick stop and release in each word independently with at least 80% accuracy on "ch" and "j" productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 35% 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
- 35% accuracy.
- Annual goal417 characters
- By the annual IEP review date, given 20 picture or word cards with "ch" or "j" at the start, middle, or end (such as cheese, kitchen, badge), the student will produce "ch" and "j" with a quick stop and release in each word independently with at least 80% accuracy on "ch" and "j" 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 with "ch" or "j" at the start, middle, or end (such as cheese, kitchen, badge)
- Behavior
- The student will produce "ch" and "j" with a quick stop and release in each word independently
- Criteria
- With at least 80% accuracy on "ch" and "j" 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 "ch" and "j" 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 with "ch" or "j" at the start, middle, or end (such as cheese, kitchen, badge), the student will produce "ch" and "j" with a quick stop and release in each word independently with at least 80% accuracy on "ch" and "j" 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.