Blend two sounds into a cluster word
When to use this goal
For children who reduce clusters ("top" for stop) and are learning to blend sounds in early reading. Hearing and saying the two sounds of a cluster, then blending them, joins the speech target and phonological awareness. Base the choice on the SLP's analysis and the child's blending skill with simpler words.
- Baseline
- Check blending with single consonants first ("m ... op" for mop). Then present 10 cluster words in parts and score whether the blended word keeps both consonants. Note whether pictures help.
- Tips
- Score correct when the blended word keeps both consonants of the cluster. The picture choice between stop and top shows the child why both sounds matter. This pairs well with reading instruction on blends; share the word list with the classroom teacher.
- Limits
- Blending in a task is not producing clusters in talk; pair with sl-phon-003 for production. Some children can blend but still reduce clusters in speech for motor reasons.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-027.
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Goal
By the annual IEP review date, when the SLP says the two parts of 10 cluster words slowly (such as "s" then "top"), with a picture choice of the cluster word and the reduced word, the student will blend the parts and say the whole cluster word with both consonants independently with at least 80% accuracy on cluster words blended and said with both consonants, 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 goal486 characters
- By the annual IEP review date, when the SLP says the two parts of 10 cluster words slowly (such as "s" then "top"), with a picture choice of the cluster word and the reduced word, the student will blend the parts and say the whole cluster word with both consonants independently with at least 80% accuracy on cluster words blended and said with both consonants, 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
- When the SLP says the two parts of 10 cluster words slowly (such as "s" then "top"), with a picture choice of the cluster word and the reduced word
- Behavior
- The student will blend the parts and say the whole cluster word with both consonants independently
- Criteria
- With at least 80% accuracy on cluster words blended and said with both consonants, 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 cluster words blended and said with both consonants
- 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, when the SLP says the two parts of 10 cluster words slowly (such as "s" then "top"), with a picture choice of the cluster word and the reduced word, the student will blend the parts and say the whole cluster word with both consonants independently with at least 80% accuracy on cluster words blended and said with both consonants, 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.