Motor Speech (Apraxia & Dysarthria) IEP goals for middle school (grades 6 to 8)
12 of the motor speech (apraxia & dysarthria) templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
12 templates · 1 skill · 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
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.
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.
Get a full phrase out on one breath
Breath support for phrases
By the annual IEP review date, given 10 practiced phrases of 4 to 6 words, said after a planned breath in a supported seated position, the student will take a breath before speaking and say the whole phrase on that breath with every word audible to the end independently with at least 80% accuracy on phrases finished on one breath with every word audible, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected each therapy session.
Speak loud enough to be heard in class
Loudness for listeners
By the annual IEP review date, during class discussions or answers, when the student speaks to a listener 6 or more feet away, the student will speak at a loudness the listener can hear without asking for a repeat, using the practiced strong-voice strategy independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Stress the key word in a sentence
Contrastive stress in sentences
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.
Middle school motor speech (apraxia & dysarthria) goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
How are motor speech (apraxia & dysarthria) goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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Turn these goals into progress reports
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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.