Keep sounds in order in three-syllable words
When to use this goal
For students who have the individual sounds but swap or scramble them in longer words ("aminal" for "animal", "pasghetti" for "spaghetti") well past the age this is typical. Base the choice on the SLP's analysis of error consistency.
- Baseline
- Probe 20 or more three- and four-syllable words and record the exact production, noting transposed sounds, dropped syllables, and whether the same word is produced differently on repeated attempts. Ask the teacher for unit vocabulary the student mispronounces.
- Tips
- Score correct when the syllables and sounds are in order; a single distorted sound in the right place is noted but not an error for this goal. Printed words help readers plan the sequence. Practice a small set of words to high accuracy, then probe untrained words to check generalization.
- Limits
- Word lists do not show connected speech, and long words occur less often there. Memory and reading can affect performance; use the printed support to tell them apart. The template does not diagnose a motor speech disorder.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-015.
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Goal
By the annual IEP review date, given 20 pictures of three-syllable words whose sounds are all in the student's inventory, the student will produce each word with its sounds in the correct order independently with at least 85% accuracy on three-syllable words produced in sequence, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% 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
- 40% accuracy.
- Annual goal405 characters
- By the annual IEP review date, given 20 pictures of three-syllable words whose sounds are all in the student's inventory, the student will produce each word with its sounds in the correct order independently with at least 85% accuracy on three-syllable words produced in sequence, 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 pictures of three-syllable words whose sounds are all in the student's inventory
- Behavior
- The student will produce each word with its sounds in the correct order independently
- Criteria
- With at least 85% accuracy on three-syllable words produced in sequence, 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 three-syllable words produced in sequence
- 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 three-syllable words whose sounds are all in the student's inventory, the student will produce each word with its sounds in the correct order independently with at least 85% accuracy on three-syllable words produced in sequence, 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.