Say CV words such as me and go
When to use this goal
For young children with very few consonant-vowel combinations who rely on vowels, single sounds, or gestures. Present levels from the SLP's motor speech assessment decide fit, not age. Choose 5 to 10 functional CV words that use sounds the student already makes (me, go, no, bye, moo).
- Baseline
- Probe the word set before any practice that session, in random order, and score each production as whole-word correct or not. Record the cue level and write down what the student said, since varied errors on the same word are important information for the SLP.
- Tips
- Score the whole word: correct consonant, correct vowel, right order. Practice many repetitions of a small set in each session, then mix the order. Fade cues from saying it together, to a model, to a picture alone. Pair practice words with a sign or picture so the student can communicate them now.
- Limits
- Probes in random order are harder than drill and give truer data; expect lower numbers than in practice. The goal does not prescribe a method or diagnose. Students with few words should also have a way to communicate now (sl-ms-005, sl-ms-007, or an AAC goal).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-001.
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Goal
By the annual IEP review date, given 10 functional consonant-vowel words from the student's practice set, presented in random order with a picture or object for each, the student will say each consonant-vowel word with the correct consonant and vowel in the correct order independently with at least 70% accuracy on consonant-vowel word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 20% 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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 20% accuracy.
- Annual goal467 characters
- By the annual IEP review date, given 10 functional consonant-vowel words from the student's practice set, presented in random order with a picture or object for each, the student will say each consonant-vowel word with the correct consonant and vowel in the correct order independently with at least 70% accuracy on consonant-vowel word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 functional consonant-vowel words from the student's practice set, presented in random order with a picture or object for each
- Behavior
- The student will say each consonant-vowel word with the correct consonant and vowel in the correct order independently
- Criteria
- With at least 70% accuracy on consonant-vowel word productions, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 70% accuracy on consonant-vowel word productions
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 functional consonant-vowel words from the student's practice set, presented in random order with a picture or object for each, the student will say each consonant-vowel word with the correct consonant and vowel in the correct order independently with at least 70% accuracy on consonant-vowel word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected 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.