Functional domain
Articulation IEP goals
Articulation goals name the target sound, the word position and the linguistic level (word, phrase, sentence, conversation) at which accuracy is measured. A strong goal moves the student from structured drill to spontaneous speech, because a sound produced correctly only in the therapy room has not yet changed how the student communicates.
Common measurability defects
- Writing "will improve articulation" or "will be intelligible" without naming the sound, word position or level of complexity.
- Measuring accuracy only in structured drill with immediate models, so the goal never captures carryover into classroom speech.
- Using "90% accuracy" with no number of trials or sessions, which lets a single good day count as mastery.
- 01Grades K-2Speech/Language
Baseline
In kindergarten, GFTA-3 Sounds-in-Words standard score of 72. Fronts velars: produces /k/ correctly in 4 of 20 initial-position word trials (20%) and /g/ in 2 of 20 (10%). Unfamiliar listeners understand about 60% of connected speech.
Annual goal
By [annual review date], during structured play and picture description, the student will produce /k/ and /g/ correctly in initial, medial and final positions of words within phrases with at least 90% accuracy across 50 opportunities per session for 3 consecutive sessions.
Measured by: SLP records accuracy on 50 elicited productions per session (25 per sound across positions) and graphs the results. A 3-minute conversational probe is scored monthly. Progress reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will produce /k/ and /g/ in initial position of single words with 80% accuracy across 3 consecutive sessions.
- By the end of the second grading period, the student will produce /k/ and /g/ in all word positions with 80% accuracy across 3 consecutive sessions.
- By the end of the third grading period, the student will produce /k/ and /g/ in all positions within carrier phrases with 85% accuracy across 3 consecutive sessions.
- 02Grades K-2Speech/Language
Baseline
In 2nd grade, produces /s/ and /z/ with an interdental distortion. Correct /s/ in 6 of 30 word-level trials (20%) and 0% in sentences. GFTA-3 Sounds-in-Words standard score of 78.
Annual goal
By [annual review date], when reading or formulating sentences, the student will produce /s/ and /s/-blends correctly in all word positions with at least 90% accuracy on 30 trials per session across 3 consecutive sessions.
Measured by: SLP records 30 sentence-level trials per session on a data sheet and graphs accuracy. A classroom carryover probe of 20 spontaneous /s/ words is collected each grading period. Progress reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will produce /s/ in all word positions in single words with 80% accuracy across 3 consecutive sessions.
- By the end of the second grading period, the student will produce /s/ and /s/-blends in phrases with 80% accuracy across 3 consecutive sessions.
- By the end of the third grading period, the student will produce /s/ and /s/-blends in sentences with 85% accuracy across 3 consecutive sessions.
- 03Grades 3-5Speech/Language
Baseline
In 3rd grade, produces prevocalic /r/ correctly in 3 of 30 word-level trials (10%) and vocalic /r/ (er, ar, or) in 0 of 30. Stimulable for /r/ in isolation with a tongue-tip-up cue in 5 of 10 attempts.
Annual goal
By [annual review date], during structured sentence production tasks, the student will produce prevocalic and vocalic /r/ correctly in all word positions with at least 85% accuracy on 40 trials per session across 3 consecutive sessions.
Measured by: SLP records 40 trials per session (20 prevocalic, 20 vocalic) and graphs accuracy by context. A 3-minute conversational sample is scored each grading period. Progress reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will produce /r/ in isolation and syllables with 80% accuracy given a verbal cue across 3 consecutive sessions.
- By the end of the second grading period, the student will produce prevocalic /r/ in single words with 80% accuracy across 3 consecutive sessions.
- By the end of the third grading period, the student will produce prevocalic and vocalic /r/ in phrases with 80% accuracy across 3 consecutive sessions.
- 04Grades 3-5Speech/Language
Baseline
In 5th grade, produces /r/ in all positions at 92% accuracy in structured sentences in therapy, but at 45% accuracy in a 5-minute classroom conversation sample. Self-corrects 1 in 10 errors.
Annual goal
By [annual review date], during unstructured classroom conversation and small-group discussion, the student will produce /r/ correctly in at least 90% of opportunities across 3 consecutive monthly 5-minute samples, and will self-correct at least 75% of /r/ errors.
Measured by: Monthly 5-minute conversation samples recorded in the classroom by the SLP or general education teacher, transcribed and scored for /r/ accuracy and self-corrections. Results graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will produce /r/ with 70% accuracy in a 5-minute structured conversation in therapy and self-correct 40% of errors.
- By the end of the second grading period, the student will produce /r/ with 80% accuracy in a 5-minute classroom sample and self-correct 60% of errors.
- 05Grades 6-8Speech/Language
Baseline
In 6th grade, has a residual lateral /s/ and /z/ distortion. Correct /s/ in 18 of 30 sentence-level trials (60%) and about 30% in conversation. Reports avoiding speaking in class because of the sound.
Annual goal
By [annual review date], during an oral presentation or classroom discussion of at least 3 minutes, the student will produce /s/ and /z/ correctly in at least 90% of opportunities on 3 consecutive monthly samples, using a self-monitoring tally to check productions.
Measured by: Monthly recorded 3-minute classroom speaking samples scored by the SLP for /s/ and /z/ accuracy, with the student's self-monitoring tally compared to the SLP's for agreement. Weekly therapy data on 40 sentence-level trials. Progress reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will produce /s/ and /z/ in sentences with 85% accuracy across 3 consecutive sessions.
- By the end of the second grading period, the student will produce /s/ and /z/ with 80% accuracy in a 3-minute therapy conversation, with self-monitoring agreement of 80%.
- By the end of the third grading period, the student will produce /s/ and /z/ with 85% accuracy in a recorded classroom sample.
- 06Grades 9-12Multiple
Baseline
In 9th grade, has spastic dysarthria associated with cerebral palsy. Unfamiliar listeners transcribe 45% of words correctly in 10 recorded sentences. Speaks at a fast rate without pausing between phrases.
Annual goal
By [annual review date], when reading or formulating 10 functional sentences (ordering food, asking directions, giving personal information), the student will use a reduced speaking rate, phrase breaks and exaggerated articulation so that unfamiliar listeners correctly transcribe at least 75% of words on 3 consecutive monthly probes.
Measured by: Monthly intelligibility probe: 10 recorded sentences transcribed by 2 unfamiliar adult listeners, scored as percent of words correctly identified, averaged across listeners. SLP records strategy use each session. Progress reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will use pacing-board phrase breaks in 8 of 10 sentences and reach 55% listener intelligibility.
- By the end of the second grading period, the student will use reduced rate and phrase breaks without the pacing board in 8 of 10 sentences and reach 63% intelligibility.
- By the end of the third grading period, the student will reach 70% intelligibility on 2 consecutive monthly probes.
Draft goals like these from your own students' data.
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