Use r-blends in self-made sentences
When to use this goal
For students with a correct /r/ in single words who lose it in r-blends (br, cr, dr, fr, gr, pr, tr) when they make up their own sentences. Base the choice on word-level r-blend data from sl-art-010. Present levels, not grade, decide fit.
- Baseline
- Score every r-blend in 10 self-made sentences and compare with word-level accuracy. Note whether errors are the /r/ itself (glided or distorted) or a dropped consonant.
- Tips
- Each card is one trial, scored correct when every r-blend in the student's sentence is produced in full. Score every r-blend in the sentence, including those not on the card. Self-made sentences add language planning to the speech task, which is why they come after reading sentences. The barrier game adds a real listener who needs the message.
- Limits
- Still a structured task. If the student also has vocalic /r/ errors, track them separately rather than in this template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-044.
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Goal
By the annual IEP review date, when making up a sentence for each of 10 r-blend word cards (such as bridge, crowd, drum, frog, grape, price, truck), the student will say a sentence using the r-blend word with both sounds of the blend produced correctly independently in at least 9 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 5 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 5 of 10 opportunities.
- Annual goal419 characters
- By the annual IEP review date, when making up a sentence for each of 10 r-blend word cards (such as bridge, crowd, drum, frog, grape, price, truck), the student will say a sentence using the r-blend word with both sounds of the blend produced correctly independently in at least 9 of 10 trials, 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
- When making up a sentence for each of 10 r-blend word cards (such as bridge, crowd, drum, frog, grape, price, truck)
- Behavior
- The student will say a sentence using the r-blend word with both sounds of the blend produced correctly independently
- Criteria
- In at least 9 of 10 trials, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 9 of 10 trials
- 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, when making up a sentence for each of 10 r-blend word cards (such as bridge, crowd, drum, frog, grape, price, truck), the student will say a sentence using the r-blend word with both sounds of the blend produced correctly independently in at least 9 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.