Catch a /t/ for /k/ slip while reading
When to use this goal
For students whose /k/ and /g/ are correct when they focus but who still slip in faster connected speech. Base the choice on therapy data showing accurate production with reminders and a self-monitoring gap without them.
- Baseline
- Record a read-aloud and count the back-sound slips and how many the student fixed alone. Use the first five slips in each passage as the opportunities.
- Tips
- An opportunity is a slip; score whether the student fixed it unprompted. Fewer slips over time is good news, so take more samples if opportunities run out.
- Limits
- The count depends on how many slips occur, so a student with few errors gives few opportunities. Pair with an accuracy measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-085.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, while reading aloud a 150-word passage at their independent level with 15 or more /k/ and /g/ words, the student will independently stop after a /k/ or /g/ slip and say the word again correctly without a reminder in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal402 characters
- By the annual IEP review date, while reading aloud a 150-word passage at their independent level with 15 or more /k/ and /g/ words, the student will independently stop after a /k/ or /g/ slip and say the word again correctly without a reminder in at least 4 of 5 opportunities, 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
- While reading aloud a 150-word passage at their independent level with 15 or more /k/ and /g/ words
- Behavior
- The student will independently stop after a /k/ or /g/ slip and say the word again correctly without a reminder
- Criteria
- In at least 4 of 5 opportunities, 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 4 of 5 opportunities
- 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, while reading aloud a 150-word passage at their independent level with 15 or more /k/ and /g/ words, the student will independently stop after a /k/ or /g/ slip and say the word again correctly without a reminder in at least 4 of 5 opportunities, 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.