Clinicians providing intervention for Childhood Apraxia of Speech and other speech‐language disorders are required to be accountable for progress regardless of setting. Clinicians in hospital and outpatient settings are responsible for evaluation and writing goals for the medical record, while clinicians in educational settings are responsible for evaluation and writing goals for individualized service plans. Intervention for motor‐based disorders may require a different approach to writing goals and documenting progress, given the emphasis on movement patterns versus sound patterns. This session will review the importance of collecting and managing data and will share ideas for goal‐writing and documentation can be adapted to any setting.