Produce the target pattern in words during a play routine
When to use this goal
For preschool students with a phonological pattern that reduces intelligibility, where drill is not realistic and practice must live inside play and daily routines. Base the choice on the SLP's phonological analysis and the child's attention and interests.
- Baseline
- Set up the play with target items and record the first 10 target words the child says. Note which items the child chooses on their own, since those are the best practice words. Ask the family and classroom staff which words the child says often at home and school.
- Tips
- The first 10 target-word productions in the routine are the opportunities. Score correct when the pattern is produced correctly (for example, the final consonant is present), whether or not it followed a model; record the support used. Keep a word list on the wall so classroom staff and families can model the same words. Change the play theme every few weeks to keep interest and to check generalization to new words.
- Limits
- Play samples vary in how many target words occur and the child may choose to say other things; be flexible about which words count. Opportunities-based scoring is looser than a 20-word probe, so pair with an occasional single-word probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-018.
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Goal
By the annual IEP review date, during a 15-minute play routine (such as farm animals, snack, or a sensory bin) set up with 10 or more words that contain Blank to fill in: [target pattern, e.g. final consonants or /k/ and /g/], the student will produce the target pattern correctly in target words during the activity after an adult model within the play in at least 8 of 10 opportunities, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [target pattern]. Write in what this student will work on, such as the target sound or the strategy the team chose.
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 Phonological Processes.
Met: Level of support. Defined.
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
- 3 of 10 opportunities.
- Annual goal476 characters
- By the annual IEP review date, during a 15-minute play routine (such as farm animals, snack, or a sensory bin) set up with 10 or more words that contain [target pattern, e.g. final consonants or /k/ and /g/], the student will produce the target pattern correctly in target words during the activity after an adult model within the play in at least 8 of 10 opportunities, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute play routine (such as farm animals, snack, or a sensory bin) set up with 10 or more words that contain [target pattern, e.g. final consonants or /k/ and /g/]
- Behavior
- The student will produce the target pattern correctly in target words during the activity after an adult model within the play
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weekly play probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly play probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute play routine (such as farm animals, snack, or a sensory bin) set up with 10 or more words that contain [target pattern, e.g. final consonants or /k/ and /g/], the student will produce the target pattern correctly in target words during the activity after an adult model within the play in at least 8 of 10 opportunities, across 3 consecutive weekly play probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.