Use the target pattern in both languages
When to use this goal
For bilingual children with a phonological disorder whose pattern (such as final consonant deletion or cluster reduction) appears in both languages, as shown by an assessment in each language. Working on a pattern both languages share supports both. Base the choice on a bilingual assessment by a bilingual SLP or with a trained interpreter. Patterns that come from the home language's sound system are differences, not disorders.
- Baseline
- Score each language separately with a speaker of the home language judging home-language words. Confirm the pattern is an error in both languages: for example, Spanish allows only a few final consonants, so dropping other final consonants in Spanish words would not apply, while final consonant deletion in English alone may reflect the home language.
- Tips
- Report each language separately and combined. Families can keep using the home language at home; they never need to switch to English. Choose words common for the child in each language.
- Limits
- Requires assessment in both languages to be valid. A pattern found only in English that matches the home language's rules is not a disorder and does not belong in this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-phon-040.
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Goal
By the annual IEP review date, given 20 picture cards that need the target pattern, 10 named in the home language and 10 in English, the student will name each picture with the target pattern produced in the language used independently with at least 75% accuracy on words with the target pattern across both languages, 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 goal443 characters
- By the annual IEP review date, given 20 picture cards that need the target pattern, 10 named in the home language and 10 in English, the student will name each picture with the target pattern produced in the language used independently with at least 75% accuracy on words with the target pattern across both languages, 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 that need the target pattern, 10 named in the home language and 10 in English
- Behavior
- The student will name each picture with the target pattern produced in the language used independently
- Criteria
- With at least 75% accuracy on words with the target pattern across both languages, 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 75% accuracy on words with the target pattern across both languages
- 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 that need the target pattern, 10 named in the home language and 10 in English, the student will name each picture with the target pattern produced in the language used independently with at least 75% accuracy on words with the target pattern across both languages, 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.