Speech excerpt with planned pauses and emphasis
When to use this goal
For high school students preparing to read literature or historical speeches aloud in class who read accurately but without the emphasis that carries the meaning. Excerpt difficulty comes from present levels; adapted excerpts are fine.
- Baseline
- Score from a recording, counting each mark the student honors. Note whether the student honors pauses but not stress, or the reverse. Ask the student why a word was marked to see whether they connect emphasis with meaning.
- Tips
- Over time the student can mark the excerpt themselves, which shows they see where meaning sits in the sentence. Suits performance tasks in English, history, and drama.
- Limits
- Rehearsed text shows practiced prosody, not cold reading. Stress is harder to hear than pauses; two adults should agree on samples.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-054.
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Goal
By the annual IEP review date, after marking and rehearsing a 150-word speech or literature excerpt with 10 planned pauses or stressed words, the student will read the excerpt aloud, pausing or stressing the word at each mark independently in at least 8 of 10 opportunities, on 3 of 4 consecutive scored readings, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 Reading Fluency.
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
- Reading - Reading Fluency
- Baseline
- 3 of 10 opportunities.
- Annual goal387 characters
- By the annual IEP review date, after marking and rehearsing a 150-word speech or literature excerpt with 10 planned pauses or stressed words, the student will read the excerpt aloud, pausing or stressing the word at each mark independently in at least 8 of 10 opportunities, on 3 of 4 consecutive scored readings, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After marking and rehearsing a 150-word speech or literature excerpt with 10 planned pauses or stressed words
- Behavior
- The student will read the excerpt aloud, pausing or stressing the word at each mark independently
- Criteria
- In at least 8 of 10 opportunities, on 3 of 4 consecutive scored readings
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- on 3 of 4 consecutive scored readings
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after marking and rehearsing a 150-word speech or literature excerpt with 10 planned pauses or stressed words, the student will read the excerpt aloud, pausing or stressing the word at each mark independently in at least 8 of 10 opportunities, on 3 of 4 consecutive scored readings, as measured by opportunity-by-opportunity data collected every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.