Motor Speech (Apraxia & Dysarthria) IEP goals for grades 3 to 5
22 of the motor speech (apraxia & dysarthria) templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
22 templates · 1 skill · 3–5 · 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
Say core words the same way each time
Consistency across repeated productions
By the annual IEP review date, given 10 high-use core words, each named 3 times in a row from a picture, in a session with no model, the student will say each core word the same way on all 3 tries, with the same sounds and syllables each time independently with at least 70% accuracy on core words said the same way on all 3 tries, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Close CVC words with the final sound
CVC syllable shapes
By the annual IEP review date, given 10 untrained consonant-vowel-consonant words with sounds from the student's inventory, presented in random order with pictures, the student will say each word with the first consonant, vowel, and final consonant all correct and in order independently with at least 70% accuracy on consonant-vowel-consonant word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly, with practice data each session.
Put the stress on the right syllable
Lexical stress
By the annual IEP review date, given 10 untrained two-syllable words with strong-weak stress, presented in random order with pictures, the student will say each word with the stronger syllable louder, longer, or higher than the weaker one independently with at least 75% accuracy on words with the correct stress pattern, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Sequence sounds in three-syllable words
Sequencing three-syllable words
By the annual IEP review date, given 10 untrained three-syllable words presented in random order with pictures, the student will say all three syllables in the correct order with the correct sounds independently with at least 60% accuracy on three-syllable word productions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Say untrained words in mixed practice
Random practice and untrained probes
By the annual IEP review date, given 15 untrained words of the target syllable shape mixed in random order with 5 practiced words, the student will say each untrained word with all sounds and syllables correct and in order on the first try independently with at least 65% accuracy on untrained words in a mixed set, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Speak short carrier phrases clearly
Carrier phrases
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.
Grades 3 to 5 motor speech (apraxia & dysarthria) goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 11 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 5 goals here
Frequently asked questions
What changes in motor speech (apraxia & dysarthria) goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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