Articulation /r/ IEP goals
20 templates across 2 skills: articulation, phonological processes. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
20 templates · 2 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Articulation Speech & Language
Produce the target sound correctly in single words
Target sound in single words
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in the initial, medial, and final word positions, the student will produce the target sound correctly in single words independently with at least 80% accuracy on target-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the target sound correctly in conversation
Target sound in conversation
By the annual IEP review date, during a 3-minute conversational speech sample with the SLP, the student will produce To choose for the student: the target sound (such as /r/) correctly in conversational speech independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive weekly conversation probes, as measured by opportunity-by-opportunity data collected weekly.
Produce the target sound in consonant blends in words
Target sound in consonant blends
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in an initial consonant blend (such as tr-, br-, gr-), the student will produce the target sound correctly within each consonant blend independently with at least 80% accuracy on target-sound productions in blends, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the target sound during a prepared oral presentation
Target sound during oral presentations
By the annual IEP review date, during a 2- to 3-minute prepared presentation rehearsed with the SLP, the student will produce To choose for the student: the target sound (such as /r/) correctly throughout the presentation independently with at least 90% accuracy on target-sound occurrences, across 3 consecutive presentations or rehearsals, as measured by opportunity-by-opportunity data collected at each rehearsal and presentation, at least monthly.
Produce the target sound during a mock interview or workplace conversation
Target sound in interviews and workplace talk
By the annual IEP review date, during a 5-minute mock job interview with the SLP or a transition staff member, the student will produce To choose for the student: the target sound (such as /r/) correctly during the conversation independently with at least 90% accuracy on target-sound occurrences, across 3 consecutive role-play probes, as measured by opportunity-by-opportunity data collected every two weeks.
Produce vocalic /r/ in words across vowel contexts
Vocalic /r/
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the vocalic /r/ context currently being practiced (such as "er" as in "her" and "bird"), the student will produce vocalic /r/ correctly in each word independently with at least 80% accuracy on vocalic /r/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Phonological Processes Speech & Language
Produce /l/ and /r/ in words without gliding
Gliding of liquids
By the annual IEP review date, given 20 picture cards of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the voiced and voiceless contrast in minimal pairs
Voicing contrasts
By the annual IEP review date, given 20 minimal-pair picture cards contrasting voiced and voiceless consonants in the position being practiced (such as pea/bee, back/bag, cap/cab), the student will produce the voicing contrast so each word in the pair is distinct independently with at least 80% accuracy on voicing-contrast productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Start words with quiet sounds like /p/
Prevocalic voicing
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.
Articulation /r/ goals come from the articulation skill and target prevocalic /r/, vocalic /r/ such as "er", "ar", and "or", and r-blends like "tr" and "gr". Goals move by level: isolation or syllables, then words, phrases, sentences, reading, and conversation, and each goal names its level and the word positions practiced. Most are measured with percent accuracy over a set number of trials, such as 20 productions per session. Because /r/ is often one of the last sounds to develop, the SLP picks which /r/ forms to work on first based on stimulability. The final steps focus on carryover: using /r/ in class discussion and at home, checked with short conversation samples.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How do I write an IEP goal for /r/?
Name the /r/ type, the level, and the trials. For example: the student will produce vocalic /r/ in words in all positions with at least 80% accuracy over 20 trials in 3 consecutive sessions.
How do I measure carryover for /r/?
Take a short conversation or reading sample in class or another setting and count correct /r/ productions out of all /r/ attempts. Do this every few weeks once the student is accurate at the sentence level.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.