Keep the /s/ in s-blend words
When to use this goal
For students who drop the /s/ in blends such as st, sp, sn, sm, sk, sl, and sw ("top" for stop, "nake" for snake) or distort it there. Base the choice on a blend probe. For preschool children, cluster reduction is common and expected for a while; check developmental norms and see sl-phon-003 for a pattern-based approach.
- Baseline
- Probe each s-blend with 3 words and note whether the /s/ is dropped, distorted, or the second consonant is lost. Stretching the /s/ ("sssstop") is a good stimulability check and often becomes the cue.
- Tips
- Score correct when both consonants are present and the /s/ is undistorted. The word-pair condition shows whether the listener can tell the words apart, which matters more to a young child than the sound itself. For a lisp inside the blend, combine with sl-art-028.
- Limits
- Word-level only. Spoken English allows a lot of variation in fast speech, so do not score conversation with this template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-043.
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Goal
By the annual IEP review date, given 20 picture cards starting with an s-blend (such as star, spoon, snail, smile, skate, swing), the student will produce the /s/ and the next consonant at the start of each s-blend word independently with at least 80% accuracy on s-blend productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given 20 picture cards starting with an s-blend (such as star, spoon, snail, smile, skate, swing), the student will produce the /s/ and the next consonant at the start of each s-blend word independently with at least 80% accuracy on s-blend 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 cards starting with an s-blend (such as star, spoon, snail, smile, skate, swing)
- Behavior
- The student will produce the /s/ and the next consonant at the start of each s-blend word independently
- Criteria
- With at least 80% accuracy on s-blend 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 s-blend 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 cards starting with an s-blend (such as star, spoon, snail, smile, skate, swing), the student will produce the /s/ and the next consonant at the start of each s-blend word independently with at least 80% accuracy on s-blend 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.