Present a student-made slide deck at the IEP meeting
When to use this goal
For students who are more comfortable presenting from visuals than speaking off the cuff, or who want a product they can reuse with new teachers. Present levels and access to a device, not grade, decide fit. The deck can be simple: photos, symbols, and short phrases are fine.
- Baseline
- Before building the deck, ask the student to tell a familiar adult about themselves as if at the meeting and mark which checklist parts they cover. After the deck is built, run one unprompted rehearsal and mark each step.
- Tips
- Build the deck with the student over several sessions; they choose the photos and words. A recorded voice on each slide works well for students who prefer not to speak in meetings. If the student agrees, keep a copy to share with next year's teachers.
- Limits
- The checklist measures presenting, not the content; add se-sa-030 or se-sa-031 for content. Rehearsal data may not match the meeting, where nerves and adult talk can shorten the student's turn.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-032.
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Goal
By the annual IEP review date, during their annual IEP meeting, the student will present a short slide deck they made about themselves, moving through each slide and speaking to or playing its content, performing at least 7 of 8 steps independently, on 2 consecutive rehearsals and at the annual IEP meeting, as measured by a task-analysis checklist collected weekly in the month before the IEP meeting.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Self-Advocacy.
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
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 2 of 8 steps independently.
- Annual goal403 characters
- By the annual IEP review date, during their annual IEP meeting, the student will present a short slide deck they made about themselves, moving through each slide and speaking to or playing its content, performing at least 7 of 8 steps independently, on 2 consecutive rehearsals and at the annual IEP meeting, as measured by a task-analysis checklist collected weekly in the month before the IEP meeting.
- Timeframe
- By the annual IEP review date
- Condition
- During their annual IEP meeting
- Behavior
- The student will present a short slide deck they made about themselves, moving through each slide and speaking to or playing its content
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive rehearsals and at the annual IEP meeting
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly in the month before the IEP meeting
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 2 consecutive rehearsals and at the annual IEP meeting
- Collection schedule:
- weekly in the month before the IEP meeting
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during their annual IEP meeting, the student will present a short slide deck they made about themselves, moving through each slide and speaking to or playing its content, performing at least 7 of 8 steps independently, on 2 consecutive rehearsals and at the annual IEP meeting, as measured by a task-analysis checklist collected weekly in the month before the IEP meeting.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Opens the deck and starts the presentation | ||||||||
| 2. Welcomes the team or introduces themselves | ||||||||
| 3. Presents the strengths and interests slide | ||||||||
| 4. Presents the what-is-hard slide | ||||||||
| 5. Presents the what-helps-me slide | ||||||||
| 6. Presents the goals or plans slide | ||||||||
| 7. Asks the team if there are questions | ||||||||
| 8. Closes the presentation (such as thanking the team) | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.