Produce "ch" and "j" in words without simplifying them
When to use this goal
For students who replace the affricates "ch" and "j" with fricatives ("ship" for "chip") or stops ("tip" for "chip"). Base the choice on the SLP's phonological analysis and whether "sh" and "t" are established.
- Baseline
- Probe 20 or more untrained words with "ch" and "j" in initial and final positions and record the substitution type. Confirm the student produces "sh" and "t" on their own, since the affricate combines them. Note whether "sh" is also in error, which changes the order of targets.
- Tips
- Score correct when both parts of the affricate are heard, even if slightly imprecise. Record the error type (fricative or stop substitution) each time. Minimal pairs (sl-phon-005) work well because the substitutions create real words. Add the voiced "j" once "ch" is established, or score both from the start if both are stimulable.
- Limits
- Tracks one pattern in single words, not connected speech. If "sh" is not yet produced, the affricate is not a valid target yet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-010.
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Goal
By the annual IEP review date, given 20 picture cards of words containing "ch" or "j" in the initial or final position, the student will independently produce "ch" or "j" in each word instead of substituting a fricative or a stop with at least 80% accuracy on affricate productions, 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 Phonological Processes.
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 - Phonological Processes
- Baseline
- 30% accuracy.
- Annual goal407 characters
- By the annual IEP review date, given 20 picture cards of words containing "ch" or "j" in the initial or final position, the student will independently produce "ch" or "j" in each word instead of substituting a fricative or a stop with at least 80% accuracy on affricate productions, 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 of words containing "ch" or "j" in the initial or final position
- Behavior
- The student will independently produce "ch" or "j" in each word instead of substituting a fricative or a stop
- Criteria
- With at least 80% accuracy on affricate productions, 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 affricate productions
- 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 of words containing "ch" or "j" in the initial or final position, the student will independently produce "ch" or "j" in each word instead of substituting a fricative or a stop with at least 80% accuracy on affricate productions, 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.