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Produce final consonants in words

Unreviewed draftK-2Percent accuracy

Student reference

Use a generic label rather than a student's name. Review goals within your school's approved IEP system.

Current baseline

Sample numbers are illustrative. Set the baseline and target from the student's own assessment data and team judgment.

Condition

Setting, materials, or situation, such as a passage level or a work period.

Observable behavior

Something an adult can see, count, or time. Avoid “understand,” “improve,” or “know.”

Level of support

Say exactly what support counts, such as “with one verbal prompt.” Leave “independently” if none.

Criterion

Percent of attempted items answered correctly.

Measurement method

Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

Mastery rule

Timeframe and monitoring

You can type a date, such as “By May 15, 2027”.

Match the schedule to the skill. Fluency often uses weekly probes. Writing rubrics may be scored every few weeks.

Live goal preview

By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (e.g., cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, 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
Add objectivesMatching data sheet

Measurability check10 of 10 met

All structural checks are met.

  • Met: Observable behavior. The behavior is stated as an action.

  • Met: Condition. The goal states when or under what conditions the behavior occurs.

  • Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.

  • Met: Explicit criterion. The success criterion is stated with a number and unit.

  • Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.

  • Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.

  • Met: Review timeframe. The goal includes a timeframe.

  • Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.

  • Met: Aligned with area of need. The wording still relates to Phonological Processes.

  • Met: Level of support. The level of support is defined.

What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.

About this template
Level guidance
For young students whose speech sound assessment shows final consonant deletion past the age it typically resolves. Present levels, the SLP's phonological analysis, and stimulability, not grade, decide fit.
Baseline considerations
Probe 20 or more untrained words ending in a range of consonants and record whether any final consonant is present. Note which final sounds appear and which do not. Check stimulability for final consonants in imitation.
Usage notes
Score a word correct when a final consonant is present, even if it is not the exact target sound (for example, "cap" for "cat" shows the pattern is changing). Record the exact production so the SLP can see when a different process is involved. Minimal-pair work (sl-phon-005) is often used alongside this goal.
Known limitations
This goal tracks one phonological pattern, not overall intelligibility. Single-word accuracy may be higher than accuracy in connected speech (see sl-phon-006). The template does not diagnose a phonological disorder; the SLP's analysis decides which patterns to target.
Source
Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID sl-phon-001.

Short-term objectives (optional)

When are objectives required?

Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.

Build objectives by

Matching data sheet

Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.

Accuracy tracker

Percent accuracy
Student label:
 
Target:
with at least 80% accuracy on final consonants in single 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 pictures of CVC words that end in a consonant the student can produce (e.g., cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

Accuracy tracker
DateTask / materials# correct# attempted% accuracycorrect ÷ attempted × 100Support levele.g., independent, 1 verbal promptNotes

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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.

Preview
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