Stress the key word in a sentence
When to use this goal
For students who can say sentences but cannot shift stress to show meaning ("I want the RED one" versus "I want the red ONE"). Present levels decide fit. This builds prosody control for clearer messages.
- Baseline
- Present 10 sentences with the target word in different positions and score whether a listener can tell which word was stressed.
- Tips
- Barrier games make stress meaningful: the wrong guess gives a reason to stress. A second listener who does not see the underline is the best judge.
- Limits
- Stress is judged by ear; agree on a few items first. The goal does not score sound accuracy. Stress patterns differ across languages.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-024.
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Goal
By the annual IEP review date, given 10 sentences with one underlined word to stress, presented in random order after a short question that sets up the stress, the student will say each sentence with the target word louder, longer, or higher than the other words independently with at least 75% accuracy on sentences with stress on the target word, 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 goal466 characters
- By the annual IEP review date, given 10 sentences with one underlined word to stress, presented in random order after a short question that sets up the stress, the student will say each sentence with the target word louder, longer, or higher than the other words independently with at least 75% accuracy on sentences with stress on the target word, 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 sentences with one underlined word to stress, presented in random order after a short question that sets up the stress
- Behavior
- The student will say each sentence with the target word louder, longer, or higher than the other words independently
- Criteria
- With at least 75% accuracy on sentences with stress on the target word, 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 sentences with stress on the target word
- 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 sentences with one underlined word to stress, presented in random order after a short question that sets up the stress, the student will say each sentence with the target word louder, longer, or higher than the other words independently with at least 75% accuracy on sentences with stress on the target word, 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.