Say every syllable in long words clearly
When to use this goal
For students whose fast, run-together speech drops or blends syllables in longer words (for example, saying "probly" or "'nnouncement"), a common feature of cluttering. The target is producing every syllable at a pace the student can manage, not slow or robotic speech. The SLP's evaluation and present levels, not grade, decide fit.
- Baseline
- Probe 20 multisyllabic words in sentences and record which syllables are dropped or blended. Compare with the student's single-word production at a slow pace: if they say the word fully when slow, the need is rate and planning, not the sounds themselves. Note which word lengths break down first.
- Tips
- Score each target word as correct when every syllable is present and the stress is natural. Use real words from the student's classes so practice transfers. Recording and replaying is useful here because many students do not hear the dropped syllables. Keep the target on clarity: a natural pace with full syllables, not slow, separated speech.
- Limits
- If the student cannot say the full word even at a slow pace, the need may be phonological or motor rather than cluttering, and the SLP's evaluation should guide the goal. Accuracy in structured lists may not carry into fast conversation. Dialect and home-language patterns that shorten words are not errors and should not be scored as dropped syllables.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-037.
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Goal
By the annual IEP review date, given 20 multisyllabic words from class texts, each said in a short sentence, the student will say each multisyllabic word with every syllable produced, at a steady pace independently with at least 85% accuracy on multisyllabic words with every syllable produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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 Speech Fluency (Stuttering).
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 - Speech Fluency (Stuttering)
- Baseline
- 50% accuracy.
- Annual goal396 characters
- By the annual IEP review date, given 20 multisyllabic words from class texts, each said in a short sentence, the student will say each multisyllabic word with every syllable produced, at a steady pace independently with at least 85% accuracy on multisyllabic words with every syllable produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 multisyllabic words from class texts, each said in a short sentence
- Behavior
- The student will say each multisyllabic word with every syllable produced, at a steady pace independently
- Criteria
- With at least 85% accuracy on multisyllabic words with every syllable produced, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 85% accuracy on multisyllabic words with every syllable produced
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 20 multisyllabic words from class texts, each said in a short sentence, the student will say each multisyllabic word with every syllable produced, at a steady pace independently with at least 85% accuracy on multisyllabic words with every syllable produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.