Speech & Language IEP goals for Cerebral Palsy
15 speech & language templates across 1 skill: motor speech (apraxia & dysarthria). Each opens in the builder with a matching data sheet.
15 templates · 1 skill · K–2, 3–5, 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Motor Speech (Apraxia & Dysarthria) Speech & Language
Speak phrases a new listener can follow
Phrase intelligibility for unfamiliar listeners
By the annual IEP review date, given 10 short phrases chosen from the student's practice set, said to an unfamiliar adult listener who cannot see the pictures and writes down what they hear, the student will say each phrase so the listener can write or repeat the words independently with at least 70% accuracy on words understood by the unfamiliar listener, in 3 of 4 monthly probes, as measured by work-sample analysis collected monthly with a different unfamiliar listener.
Repair a message a listener missed
Repair strategies
By the annual IEP review date, during class discussions, small groups, or lunch, when a listener asks the student to repeat or shows they did not understand, the student will repair the message with a different strategy than the first try (slower speech, a different word, a gesture, the first letter, or a device message) independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Switch to a device when speech breaks down
Switching to AAC when not understood
By the annual IEP review date, during class, lunch, or specials with the device or app within reach, when a listener does not understand a spoken message after one repeat, the student will switch to the device or app and type, select, or show the message until the listener can act on it or repeat it independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Tell a question from a statement with voice
Question and statement intonation
By the annual IEP review date, given 10 short sentences marked with a period or a question mark, read or repeated in random order, the student will say each sentence with rising pitch for questions and falling pitch for statements independently with at least 80% accuracy on sentences with the matching intonation, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Tap a pacing board to slow down
Rate control with a pacing board
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.
Pronounce long content-area words
Multisyllabic curriculum words
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.
Articulation, phonology, expressive and receptive language, pragmatics, fluency, and voice. Cerebral palsy is not its own IDEA category; students are often served under orthopedic impairment, or multiple disabilities when other needs are present. Goals cover the access the student needs to learn: mobility and transfers, fine motor and computer access, AAC or motor speech when speech is affected, and academics written with the student's tools and positioning in the condition.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
What IEP goals are common for students with cerebral palsy?
Functional mobility, transfers, fine motor or switch access, assistive technology, and communication goals are common, depending on the student. Academic goals follow the same rules as for any student, with the response mode named in the condition. The team chooses from the student's present levels.
Who writes goals for a student with cerebral palsy?
The special educator usually works with the PT, OT, and SLP, each of whom writes or advises on goals in their area. The family and student share what matters most at home and in the community.
What speech and language goals are common for students with cerebral palsy?
Expressive and receptive language, pragmatics, articulation or intelligibility, and AAC, depending on the evaluation. Goals are measured trial by trial or by percent accuracy in a session, with a generalization step when needed.
Who writes the goal?
The speech-language pathologist drafts it from the evaluation and the IEP team adopts it. Teachers and families contribute information about communication outside therapy.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.