Put the stress on the right syllable
When to use this goal
For students who say multisyllabic words with equal stress on every syllable, which sounds robotic and makes words harder to recognize. Present levels decide fit. Start with two-syllable words with strong-weak stress (BUNny, TAble) and then weak-strong (baLLOON, giRAFFE).
- Baseline
- Probe 10 strong-weak and 10 weak-strong words. Score stress separately from sounds: a word with a sound error but correct stress counts as correct for this goal. Record equal stress as its own error type.
- Tips
- Stress is judged by ear; two listeners should agree on a few practice items first. Big-and-small dot cards or tapping hard and soft make stress visible. Use words from class and home so the work carries over.
- Limits
- Stress judgments vary with listeners; keep the same scorer when possible. Regional and home-language patterns are not errors. The goal does not score sound accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-011.
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Goal
By the annual IEP review date, given 10 untrained two-syllable words with strong-weak stress, presented in random order with pictures, the student will say each word with the stronger syllable louder, longer, or higher than the weaker one independently with at least 75% accuracy on words with the correct stress pattern, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal439 characters
- By the annual IEP review date, given 10 untrained two-syllable words with strong-weak stress, presented in random order with pictures, the student will say each word with the stronger syllable louder, longer, or higher than the weaker one independently with at least 75% accuracy on words with the correct stress pattern, 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 untrained two-syllable words with strong-weak stress, presented in random order with pictures
- Behavior
- The student will say each word with the stronger syllable louder, longer, or higher than the weaker one independently
- Criteria
- With at least 75% accuracy on words with the correct stress pattern, 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 75% accuracy on words with the correct stress pattern
- 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 untrained two-syllable words with strong-weak stress, presented in random order with pictures, the student will say each word with the stronger syllable louder, longer, or higher than the weaker one independently with at least 75% accuracy on words with the correct stress pattern, 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.