Read aloud in class when it is their turn
When to use this goal
For students who stutter and skip, refuse, or ask to be passed over when reading aloud is expected, and who have said they want to take their turn. Base the choice on the student's own report. Reading aloud while stuttering counts fully; the goal is participation, not fluent reading.
- Baseline
- Ask the teacher how often reading turns happen and how the student responds (reads, declines, asks to pass). Ask the student which arrangements would help (passage in advance, a shorter passage, reading with a partner). Record 5 reading turns.
- Tips
- Each expected reading turn is one opportunity, scored correct when the student reads their passage aloud. Stuttering, strategy use, and speed are not scored. Arrangements the student chose (preview, partner reading) are part of the condition, not a failure. Brief the teacher: wait, keep listening, do not supply words.
- Limits
- Reading turns may be rare in some classes; note the schedule. Forced reading aloud harms some students; this goal exists only when the student wants it. Strategy use, communication attitudes, and participation are the targets chosen with the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-019.
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Goal
By the annual IEP review date, during class reading turns in a general education class, with an arrangement the student chose (such as knowing their passage in advance), the student will read their passage aloud when it is their turn independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected every two weeks, from teacher report and student self-report.
Baseline: 1 of 5 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 5 opportunities.
- Annual goal416 characters
- By the annual IEP review date, during class reading turns in a general education class, with an arrangement the student chose (such as knowing their passage in advance), the student will read their passage aloud when it is their turn independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected every two weeks, from teacher report and student self-report.
- Timeframe
- By the annual IEP review date
- Condition
- During class reading turns in a general education class, with an arrangement the student chose (such as knowing their passage in advance)
- Behavior
- The student will read their passage aloud when it is their turn independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Every two weeks, from teacher report and student self-report
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 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- every two weeks, from teacher report and student self-report
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class reading turns in a general education class, with an arrangement the student chose (such as knowing their passage in advance), the student will read their passage aloud when it is their turn independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected every two weeks, from teacher report and student self-report.
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. Sheets print blank; no student data is stored.