Close CVC words with the final sound
When to use this goal
For students who say CV and VC words and are ready to combine them into consonant-vowel-consonant words. Present levels from the SLP's assessment decide fit. Choose functional words (mom, dog, cup, hat, bed) built from sounds the student has.
- Baseline
- Use a fixed list of 10 untrained CVC words as the probe and keep it out of practice. Score whole-word correct. Record common error types (dropped final sound, changed vowel, sounds out of order).
- Tips
- Practice data and probe data answer different questions; report the untrained probe for progress. Use random practice once the student has some success with blocked practice. A barrier game gives the words a real listener.
- Limits
- Untrained probes change slowly; look at trends over several weeks. The goal does not cover multisyllabic words. Not a phonological pattern goal; final consonant deletion as a pattern belongs in phonological-processes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-009.
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Goal
By the annual IEP review date, given 10 untrained consonant-vowel-consonant words with sounds from the student's inventory, presented in random order with pictures, the student will say each word with the first consonant, vowel, and final consonant all correct and in order independently with at least 70% accuracy on consonant-vowel-consonant word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with practice data each 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 goal496 characters
- By the annual IEP review date, given 10 untrained consonant-vowel-consonant words with sounds from the student's inventory, presented in random order with pictures, the student will say each word with the first consonant, vowel, and final consonant all correct and in order independently with at least 70% accuracy on consonant-vowel-consonant word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with practice data each session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 untrained consonant-vowel-consonant words with sounds from the student's inventory, presented in random order with pictures
- Behavior
- The student will say each word with the first consonant, vowel, and final consonant all correct and in order independently
- Criteria
- With at least 70% accuracy on consonant-vowel-consonant word productions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with practice data each 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-consonant word productions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly, with practice data each session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 untrained consonant-vowel-consonant words with sounds from the student's inventory, presented in random order with pictures, the student will say each word with the first consonant, vowel, and final consonant all correct and in order independently with at least 70% accuracy on consonant-vowel-consonant word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with practice data each 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.