Use a chosen speech strategy during class speaking turns
Live goal preview
By the annual IEP review date, during class speaking turns (e.g., answering a question, reading a sentence aloud, or sharing with a partner), the student will use their chosen speech strategy (e.g., easy onset, light contact, a pullout, or a cancellation) during the speaking turn independently in at least 3 of 5 opportunities, across 3 consecutive monthly classroom observations, as measured by direct observation collected monthly, with a student self-report after each observed class.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Opportunities is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Direct observation can produce opportunities data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Speech Fluency (Stuttering).
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students who stutter, use a chosen strategy in the speech room, and have said they want to use it in class too. Present levels, structured-task data, and the student's own goals, not grade, decide fit.
- Baseline considerations
- Observe 5 or more speaking turns in class and record whether a strategy was used. Ask the student to rate after class how often they used it, and compare with the observer's record.
- Usage notes
- Each speaking turn observed (the first 5 in the observation) is one opportunity. Score correct when the observer sees the strategy used as taught. Stuttering itself is not scored. Add the student's own after-class report so they share ownership of the data. Brief the teacher on how to respond to stuttering (wait, keep listening, do not finish words).
- Known limitations
- Stuttering varies by situation, and classroom speaking is often the hardest setting. Strategy use, communication attitudes, and participation are the targets chosen with the student; fluent speech is not the goal. Observers may miss subtle strategy use, so pair with self-report.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-flu-003.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Opportunity tracker. Your goal counts opportunities, so the sheet has one box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 5 opportunities
- Mastery rule:
- across 3 consecutive monthly classroom observations
- Collection schedule:
- monthly, with a student self-report after each observed class
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class speaking turns (e.g., answering a question, reading a sentence aloud, or sharing with a partner), the student will use their chosen speech strategy (e.g., easy onset, light contact, a pullout, or a cancellation) during the speaking turn independently in at least 3 of 5 opportunities, across 3 consecutive monthly classroom observations, as measured by direct observation collected monthly, with a student self-report after each observed class.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.