Change sounds between syllables in CVCV words
When to use this goal
For students who say reduplicated words (mama, bye-bye) and are ready for two-syllable words with different consonants or vowels (bunny, money, potty, happy). Present levels decide fit.
- Baseline
- Probe 10 untrained two-syllable words and note what the student does with the second syllable: copies the first (bubby for bunny), drops it, or changes the order.
- Tips
- Score a word correct when both syllables are complete and in order. Copying the first syllable into the second is a common step on the way; note it. Keep stress natural (strong-weak for most of these words).
- Limits
- Random untrained probes run low and change slowly. The goal does not cover three-syllable words (sl-ms-012) or stress (sl-ms-011).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-010.
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Goal
By the annual IEP review date, given 10 untrained two-syllable words with a different consonant or vowel in each syllable, presented in random order with pictures, the student will say both syllables with their own consonant and vowel in the correct order independently with at least 65% accuracy on two-syllable word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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 goal432 characters
- By the annual IEP review date, given 10 untrained two-syllable words with a different consonant or vowel in each syllable, presented in random order with pictures, the student will say both syllables with their own consonant and vowel in the correct order independently with at least 65% accuracy on two-syllable word productions, 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 10 untrained two-syllable words with a different consonant or vowel in each syllable, presented in random order with pictures
- Behavior
- The student will say both syllables with their own consonant and vowel in the correct order independently
- Criteria
- With at least 65% accuracy on two-syllable word productions, 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 65% accuracy on two-syllable word productions
- 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 10 untrained two-syllable words with a different consonant or vowel in each syllable, presented in random order with pictures, the student will say both syllables with their own consonant and vowel in the correct order independently with at least 65% accuracy on two-syllable word productions, 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.