Complete a self-chosen weekly speaking challenge
When to use this goal
For older students who stutter and want to widen the speaking situations they take part in, using a ladder of challenges they rank themselves (from ordering lunch to asking a question in class). Base the choice on the student's own ranking. Speaking while stuttering counts fully.
- Baseline
- Have the student rank 10 or more speaking situations from easiest to hardest and rate current avoidance of each. Over a month, record how many planned challenges are completed. The ranking itself is baseline data and can be re-rated at each review.
- Tips
- Each week is one opportunity, scored correct when the chosen challenge is completed as reported by the student (and confirmed by staff when possible). Start low on the ladder. The student chooses the next step and may repeat a step. Re-rate the ladder every few months to show changes in avoidance, which is the real purpose.
- Limits
- Data rely on the student's honest log. A challenge missed because of illness or schedule is not a failure; note the reason. Strategy use, communication attitudes, and participation are the targets chosen with the student; fluency is not measured.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-017.
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Goal
By the annual IEP review date, given a weekly speaking challenge chosen from their own ranked list (such as answer a question in class, order at the counter, talk to a new peer), the student will complete the chosen speaking challenge and record it on their log independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly, from the student's log and check-in.
Baseline: 1 of 4 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. Direct observation 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 Speech Fluency (Stuttering).
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
- Speech & Language - Speech Fluency (Stuttering)
- Baseline
- 1 of 4 opportunities.
- Annual goal427 characters
- By the annual IEP review date, given a weekly speaking challenge chosen from their own ranked list (such as answer a question in class, order at the counter, talk to a new peer), the student will complete the chosen speaking challenge and record it on their log independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly, from the student's log and check-in.
- Timeframe
- By the annual IEP review date
- Condition
- Given a weekly speaking challenge chosen from their own ranked list (such as answer a question in class, order at the counter, talk to a new peer)
- Behavior
- The student will complete the chosen speaking challenge and record it on their log independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Weekly, from the student's log and check-in
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- weekly, from the student's log and check-in
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a weekly speaking challenge chosen from their own ranked list (such as answer a question in class, order at the counter, talk to a new peer), the student will complete the chosen speaking challenge and record it on their log independently in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected weekly, from the student's log and check-in.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.