Use /k/ and /g/ words during preschool routines
When to use this goal
For preschool children who produce /k/ and /g/ in therapy words and are ready to use them in classroom routines such as snack, play, and circle songs. Base the choice on word-level data. The goal is measured by classroom staff or the SLP during real routines.
- Baseline
- Observe two or three routines and record each /k/ or /g/ word the child says, scoring the sound. Set up the routine so there are at least 10 natural chances, for example by offering items one at a time.
- Tips
- Each /k/ or /g/ word the child says is one opportunity, up to 10 per routine. Never withhold food or play until the word is said correctly; accept the message and model the word back. Teach staff to model the word with a slight emphasis on the sound.
- Limits
- Opportunities in real routines vary; staff may need help keeping count. Shy children may talk less with adults watching, which is a reason to collect data from more than one person.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-050.
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Goal
By the annual IEP review date, during snack time, when the child asks for or names items such as cup, cookie, cracker, or juice, the student will say /k/ and /g/ words with the back sound produced correctly independently in at least 8 of 10 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during classroom routines.
Baseline: 3 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. Direct observation 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
- 3 of 10 opportunities.
- Annual goal364 characters
- By the annual IEP review date, during snack time, when the child asks for or names items such as cup, cookie, cracker, or juice, the student will say /k/ and /g/ words with the back sound produced correctly independently in at least 8 of 10 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during classroom routines.
- Timeframe
- By the annual IEP review date
- Condition
- During snack time, when the child asks for or names items such as cup, cookie, cracker, or juice
- Behavior
- The student will say /k/ and /g/ words with the back sound produced correctly independently
- Criteria
- In at least 8 of 10 opportunities, on 3 of 4 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice weekly during classroom routines
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 8 of 10 opportunities
- Mastery rule:
- on 3 of 4 observed days
- Collection schedule:
- twice weekly during classroom routines
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during snack time, when the child asks for or names items such as cup, cookie, cracker, or juice, the student will say /k/ and /g/ words with the back sound produced correctly independently in at least 8 of 10 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during classroom routines.
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.