Pronounce long content-area words
When to use this goal
For students who manage short words but break down on the long words of science, social studies, and math (photosynthesis, multiplication, community). Present levels decide fit. Use words from the current unit so practice helps in class.
- Baseline
- Pull 10 long words from the next unit before they are taught and probe them untrained. Score whole-word correct and note syllable drops or swaps.
- Tips
- Coordinate with the teacher for the word lists. Breaking words into syllables in print helps students who read. Practice the words the student will need to say in class this week first.
- Limits
- New units bring harder words; keep difficulty in mind when comparing weeks. The goal does not measure vocabulary knowledge.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-021.
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Goal
By the annual IEP review date, given 10 untrained words of 4 or more syllables from current class units, presented in random order in print with a picture, the student will say each word with every syllable present, in order, and with the correct stress independently with at least 70% accuracy on multisyllabic content-area word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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 goal444 characters
- By the annual IEP review date, given 10 untrained words of 4 or more syllables from current class units, presented in random order in print with a picture, the student will say each word with every syllable present, in order, and with the correct stress independently with at least 70% accuracy on multisyllabic content-area 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 words of 4 or more syllables from current class units, presented in random order in print with a picture
- Behavior
- The student will say each word with every syllable present, in order, and with the correct stress independently
- Criteria
- With at least 70% accuracy on multisyllabic content-area 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 70% accuracy on multisyllabic content-area 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 words of 4 or more syllables from current class units, presented in random order in print with a picture, the student will say each word with every syllable present, in order, and with the correct stress independently with at least 70% accuracy on multisyllabic content-area 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.