Carry "th" into sentences about pictures
When to use this goal
For students who produce voiceless "th" correctly in single words (sl-art-046) but slip back to /f/, /s/, or /t/ once the word sits inside a sentence. Base the choice on the SLP's word and sentence probes and on a dialect check, not on grade.
- Baseline
- Score each "th" in 15 student-made sentences and note the substitution used. Check the home dialect with the family first, since /f/ for final "th" is a regular feature of several English dialects and is not an error in them.
- Tips
- Count only the target "th" words, not every sound in the sentence. Keep the picture set the same across probes so the data compare. Move to conversation (sl-art-077) once sentences hold.
- Limits
- Sentence accuracy in therapy does not show use in class talk. Not appropriate when the substitution is part of the student's dialect or a pattern from learning English as a new language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-076.
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Goal
By the annual IEP review date, given 15 pictures that each prompt a sentence with a voiceless "th" word (such as "The boy has a sore throat"), the student will say a sentence about each picture with voiceless "th" produced with the tongue forward independently with at least 80% accuracy on voiceless "th" productions in sentences, 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 goal456 characters
- By the annual IEP review date, given 15 pictures that each prompt a sentence with a voiceless "th" word (such as "The boy has a sore throat"), the student will say a sentence about each picture with voiceless "th" produced with the tongue forward independently with at least 80% accuracy on voiceless "th" productions in sentences, 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 15 pictures that each prompt a sentence with a voiceless "th" word (such as "The boy has a sore throat")
- Behavior
- The student will say a sentence about each picture with voiceless "th" produced with the tongue forward independently
- Criteria
- With at least 80% accuracy on voiceless "th" productions in sentences, 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 voiceless "th" productions in sentences
- 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 15 pictures that each prompt a sentence with a voiceless "th" word (such as "The boy has a sore throat"), the student will say a sentence about each picture with voiceless "th" produced with the tongue forward independently with at least 80% accuracy on voiceless "th" productions in sentences, 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.