Tap a pacing board to slow down
When to use this goal
For students whose speech becomes harder to understand when they talk quickly or excitedly, often seen with dysarthria and some motor planning needs. Present levels decide fit. A pacing board has one dot per word or syllable to tap while speaking.
- Baseline
- Record 6 messages in class and whether the student used any rate strategy. Also note whether listeners understood the message, since rate matters only when it changes how clear speech is.
- Tips
- Count the opportunity when the board is used for the message. Fade the board as the student can keep a slower rate alone. The student chooses where the board sits.
- Limits
- Slower speech can feel odd to the student; explain why and let them choose when to use it. The goal measures strategy use, not intelligibility; check intelligibility with sl-ms-015 or sl-ms-025.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-020.
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Goal
By the annual IEP review date, during sharing time or a small-group answer, when the student starts a message of 3 or more words with the pacing board on the desk, the student will tap one dot of the pacing board for each word or syllable while speaking the message independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 6 opportunities.
- Annual goal396 characters
- By the annual IEP review date, during sharing time or a small-group answer, when the student starts a message of 3 or more words with the pacing board on the desk, the student will tap one dot of the pacing board for each word or syllable while speaking the message independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During sharing time or a small-group answer, when the student starts a message of 3 or more words with the pacing board on the desk
- Behavior
- The student will tap one dot of the pacing board for each word or syllable while speaking the message independently
- Criteria
- In at least 4 of 6 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during sharing time or a small-group answer, when the student starts a message of 3 or more words with the pacing board on the desk, the student will tap one dot of the pacing board for each word or syllable while speaking the message independently in at least 4 of 6 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.