Speak short carrier phrases clearly
When to use this goal
For students who say single words but break down when words are joined into phrases. Present levels decide fit. Carrier phrases (I want ___, I see ___, It's a ___) let the student practice moving between words with a steady frame.
- Baseline
- Probe 10 phrases with the carrier and 10 target words the student says alone. Note where the phrase breaks down (the carrier, the join, or the target word).
- Tips
- Score the whole phrase. Keep the target words to shapes the student already says alone. Phrase strips help timing and can fade. Practice the same carrier in class so it becomes automatic.
- Limits
- Carrier phrases are fixed; spontaneous sentences are harder. The goal does not cover sentence grammar, which belongs in syntax-morphology.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-014.
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Goal
By the annual IEP review date, given 10 pictures and a practiced carrier phrase (such as "I want ___" or "I see ___"), presented in random order, the student will say the full carrier phrase with the target word, keeping every word and syllable present and in order independently with at least 70% accuracy on carrier phrase 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 pictures and a practiced carrier phrase (such as "I want ___" or "I see ___"), presented in random order, the student will say the full carrier phrase with the target word, keeping every word and syllable present and in order independently with at least 70% accuracy on carrier phrase 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 pictures and a practiced carrier phrase (such as "I want ___" or "I see ___"), presented in random order
- Behavior
- The student will say the full carrier phrase with the target word, keeping every word and syllable present and in order independently
- Criteria
- With at least 70% accuracy on carrier phrase 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 carrier phrase 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 pictures and a practiced carrier phrase (such as "I want ___" or "I see ___"), presented in random order, the student will say the full carrier phrase with the target word, keeping every word and syllable present and in order independently with at least 70% accuracy on carrier phrase 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.