Practice a sound shared by both languages
When to use this goal
For bilingual students with a speech sound disorder (errors in both languages, not just in English) whose target sound exists in both languages. Practicing a shared sound in both languages supports both. Base the choice on an assessment in both languages, done by a bilingual SLP or with a trained interpreter. Accent and second-language patterns are not speech disorders.
- Baseline
- Probe the sound in both languages and score each language separately, using a speaker of the home language to judge home-language words. Confirm that the sound is in both sound systems and that the error appears in both; an error only in English that matches the home language's sound system is a language difference.
- Tips
- Score both languages and report them separately as well as combined. Choose words that are common for the student in each language. Families can practice in the home language; they never need to switch to English at home. When the SLP does not speak the language, work with an interpreter trained in speech tasks.
- Limits
- Requires an assessment in both languages to be valid. Sounds that exist in only one language need a different plan. This template is not for accent modification or English pronunciation teaching.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-062.
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Goal
By the annual IEP review date, given 20 picture cards for target-sound words, 10 in the home language and 10 in English, the student will produce the target sound correctly in words in either language independently with at least 80% accuracy on target-sound productions across both languages, 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 goal417 characters
- By the annual IEP review date, given 20 picture cards for target-sound words, 10 in the home language and 10 in English, the student will produce the target sound correctly in words in either language independently with at least 80% accuracy on target-sound productions across both languages, 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 for target-sound words, 10 in the home language and 10 in English
- Behavior
- The student will produce the target sound correctly in words in either language independently
- Criteria
- With at least 80% accuracy on target-sound productions across both languages, 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 target-sound productions across both languages
- 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 for target-sound words, 10 in the home language and 10 in English, the student will produce the target sound correctly in words in either language independently with at least 80% accuracy on target-sound productions across both languages, 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.