Produce vowel-consonant words like up and eat
When to use this goal
For young children who say CV words and are ready to close a syllable with a consonant. Present levels decide fit. VC words (up, eat, in, off, on) are common and useful in play.
- Baseline
- Probe 10 VC words in random order before practice. Record whether the final consonant is present, replaced, or dropped, and the cue level.
- Tips
- Pick final consonants the student already says at the start of words. Movement games make the words meaningful (up on a swing, in a box). Score the whole word.
- Limits
- VC words are a narrow set; move on to CVC words (sl-ms-009) once steady. Random-order probes run lower than practice. The template does not prescribe a method.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-008.
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Goal
By the annual IEP review date, given 10 functional vowel-consonant words (such as "up", "eat", "in", "off"), presented in random order with pictures or actions, the student will say each vowel-consonant word with the vowel and the final consonant both present independently with at least 70% accuracy on vowel-consonant word productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected 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 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
- 25% accuracy.
- Annual goal455 characters
- By the annual IEP review date, given 10 functional vowel-consonant words (such as "up", "eat", "in", "off"), presented in random order with pictures or actions, the student will say each vowel-consonant word with the vowel and the final consonant both present independently with at least 70% accuracy on vowel-consonant 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 vowel-consonant words (such as "up", "eat", "in", "off"), presented in random order with pictures or actions
- Behavior
- The student will say each vowel-consonant word with the vowel and the final consonant both present independently
- Criteria
- With at least 70% accuracy on vowel-consonant 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 vowel-consonant 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 vowel-consonant words (such as "up", "eat", "in", "off"), presented in random order with pictures or actions, the student will say each vowel-consonant word with the vowel and the final consonant both present independently with at least 70% accuracy on vowel-consonant 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.