Sort pictures by target and replacement sounds
When to use this goal
For children whose speech pattern swaps one sound for another (such as /t/ for /k/) and who are ready for a listening and sound-awareness task with pictures. Sorting pictures by first sound links the speech target to early phonological awareness. Base the choice on the SLP's analysis and the child's early literacy skills.
- Baseline
- Check that the child knows the picture names. Sort 10 pictures with the SLP naming each one; scores near 50% suggest guessing. Note whether the child names pictures with the error while sorting, which is fine, since the task is about listening.
- Tips
- Score each placement. The sorting task supports the speech goal: a child who can hear the difference between the two sounds is ready to practice producing it. It also builds phonological awareness for reading. Use letter cards as the sound cues for kindergarten and first grade.
- Limits
- Listening and sorting do not guarantee production; pair with a production goal. Chance is 50% with two groups, so set the target well above that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-024.
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Goal
By the annual IEP review date, given 10 picture cards, half starting with the target sound and half with the sound the child uses instead (such as key and tea pictures), the student will sort each picture into the group for its first sound independently with at least 90% accuracy on pictures sorted by first sound, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 50% 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
- 50% accuracy.
- Annual goal440 characters
- By the annual IEP review date, given 10 picture cards, half starting with the target sound and half with the sound the child uses instead (such as key and tea pictures), the student will sort each picture into the group for its first sound independently with at least 90% accuracy on pictures sorted by first sound, 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 10 picture cards, half starting with the target sound and half with the sound the child uses instead (such as key and tea pictures)
- Behavior
- The student will sort each picture into the group for its first sound independently
- Criteria
- With at least 90% accuracy on pictures sorted by first sound, 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 90% accuracy on pictures sorted by first sound
- 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 10 picture cards, half starting with the target sound and half with the sound the child uses instead (such as key and tea pictures), the student will sort each picture into the group for its first sound independently with at least 90% accuracy on pictures sorted by first sound, 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.