Use the cycle's pattern in untrained probe words
When to use this goal
For young children with several phonological patterns who are being taught with a cycles approach, where each pattern (such as final consonants, /s/ clusters, or back sounds) gets a short block of time before moving on. The probe checks whether the pattern is spreading to words that were not practiced. Base the choice on the SLP's phonological analysis; cycles fit children with highly unintelligible speech.
- Baseline
- Build a probe list of 10 untrained words for each pattern and give it before the first cycle. Use the same list at the end of each cycle so results are comparable. Record which sounds within the pattern are emerging (for example, /sp/ before /st/).
- Tips
- Score each probe word correct when the pattern is present, even if other sounds in the word are off. In a cycles approach the pattern is not expected to be mastered before the next cycle starts; progress shows as rising accuracy on untrained words across rounds. Keep probes short and playful. Name the pattern for the family in plain words.
- Limits
- Probe accuracy from one cycle to the next can jump around; look at the trend across rounds. This template does not measure the rest of the session (listening lists, production practice); see sl-phon-022 and sl-phon-023.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-021.
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Goal
By the annual IEP review date, given 10 picture cards of untrained words that need Blank to fill in: [target pattern, e.g. /s/ clusters or final consonants], at the end of each cycle, the student will name each untrained picture with the target pattern produced independently with at least 60% accuracy on untrained probe words with the target pattern, on 2 consecutive end-of-cycle probes for the same pattern, as measured by opportunity-by-opportunity data collected at the end of each cycle, usually every 2 to 6 weeks.
Baseline: 10% accuracy.
- 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. 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.
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
- 10% accuracy.
- Annual goal504 characters
- By the annual IEP review date, given 10 picture cards of untrained words that need [target pattern, e.g. /s/ clusters or final consonants], at the end of each cycle, the student will name each untrained picture with the target pattern produced independently with at least 60% accuracy on untrained probe words with the target pattern, on 2 consecutive end-of-cycle probes for the same pattern, as measured by opportunity-by-opportunity data collected at the end of each cycle, usually every 2 to 6 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture cards of untrained words that need [target pattern, e.g. /s/ clusters or final consonants], at the end of each cycle
- Behavior
- The student will name each untrained picture with the target pattern produced independently
- Criteria
- With at least 60% accuracy on untrained probe words with the target pattern, on 2 consecutive end-of-cycle probes for the same pattern
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At the end of each cycle, usually every 2 to 6 weeks
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 60% accuracy on untrained probe words with the target pattern
- Mastery rule:
- on 2 consecutive end-of-cycle probes for the same pattern
- Collection schedule:
- at the end of each cycle, usually every 2 to 6 weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 picture cards of untrained words that need [target pattern, e.g. /s/ clusters or final consonants], at the end of each cycle, the student will name each untrained picture with the target pattern produced independently with at least 60% accuracy on untrained probe words with the target pattern, on 2 consecutive end-of-cycle probes for the same pattern, as measured by opportunity-by-opportunity data collected at the end of each cycle, usually every 2 to 6 weeks.
| 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.