Start words with quiet sounds like /p/
When to use this goal
For young children who voice consonants before vowels ("bie" for pie, "dea" for tea, "gup" for cup), past the age when the pattern usually fades. Base the choice on the SLP's phonological analysis. Present levels, not age alone, decide fit.
- Baseline
- Probe voiceless sounds at the start of words and listen for voicing. A tissue or a hand in front of the mouth can show the puff of air on voiceless sounds. In some languages, voiceless sounds have less air puff than in English; for bilingual learners, check the home language before calling it an error.
- Tips
- Score correct when the first sound is voiceless. The puff of air is a fun cue for young children. For voicing errors in both directions or in pairs, see sl-phon-011.
- Limits
- Voicing is hard to judge live; record and recheck a sample. Word level only.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-039.
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Goal
By the annual IEP review date, given 20 picture cards starting with /p/, /t/, or /k/ (such as pie, toe, cow), the student will say each word with a quiet, voiceless first sound independently with at least 80% accuracy on words with a voiceless first sound, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 25% 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
- 25% accuracy.
- Annual goal381 characters
- By the annual IEP review date, given 20 picture cards starting with /p/, /t/, or /k/ (such as pie, toe, cow), the student will say each word with a quiet, voiceless first sound independently with at least 80% accuracy on words with a voiceless 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 20 picture cards starting with /p/, /t/, or /k/ (such as pie, toe, cow)
- Behavior
- The student will say each word with a quiet, voiceless first sound independently
- Criteria
- With at least 80% accuracy on words with a voiceless 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 80% accuracy on words with a voiceless 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 20 picture cards starting with /p/, /t/, or /k/ (such as pie, toe, cow), the student will say each word with a quiet, voiceless first sound independently with at least 80% accuracy on words with a voiceless 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.