Say "th" in long school words
When to use this goal
For older students whose "th" is accurate in short words but breaks down in longer academic words such as mathematics, thermometer, and synthesis. Base the choice on a probe of content-area words, not on grade.
- Baseline
- Probe 20 content words the student meets in class. Ask the content teachers for a vocabulary list so practice uses the student's real words.
- Tips
- Score each "th" in each word. Pair with the class vocabulary list each unit so practice serves the content class too.
- Limits
- Errors in long words can come from syllable planning rather than "th" placement; if other sounds also break down, look at motor speech or multisyllabic word goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-081.
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Goal
By the annual IEP review date, given 20 multisyllabic content-area words with "th" (such as mathematics, thermometer, arithmetic, synthesis), the student will say each word with every "th" produced with the tongue forward independently with at least 85% accuracy on "th" productions in multisyllabic words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 45% 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
- 45% accuracy.
- Annual goal431 characters
- By the annual IEP review date, given 20 multisyllabic content-area words with "th" (such as mathematics, thermometer, arithmetic, synthesis), the student will say each word with every "th" produced with the tongue forward independently with at least 85% accuracy on "th" productions in multisyllabic words, 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 multisyllabic content-area words with "th" (such as mathematics, thermometer, arithmetic, synthesis)
- Behavior
- The student will say each word with every "th" produced with the tongue forward independently
- Criteria
- With at least 85% accuracy on "th" productions in multisyllabic words, 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 85% accuracy on "th" productions in multisyllabic words
- 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 multisyllabic content-area words with "th" (such as mathematics, thermometer, arithmetic, synthesis), the student will say each word with every "th" produced with the tongue forward independently with at least 85% accuracy on "th" productions in multisyllabic words, 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.