Rate and explain speaking experiences on a scale
When to use this goal
For students who stutter and whose reactions to stuttering (worry, avoidance, embarrassment) shape when and how they talk. Base the choice on an interview and a student-friendly attitude scale. The goal builds the habit of describing speaking experiences honestly; it never sets a target attitude score.
- Baseline
- Build the scale with the student: 10 situations from their life (ordering food, answering in class, saying their name). Score the first reflection on the rubric. Keep the ratings themselves as information about the student, not as data to push up or down.
- Tips
- The rubric scores the reflection, not the feelings. A student who rates many situations as hard and explains why earns full credit. Share ratings with family and teachers only with the student's permission. Changes in the ratings over time are useful for planning and progress reports, described in the student's words.
- Limits
- Self-ratings depend on trust and mood on the day. The goal does not measure speech behavior. If ratings show marked distress, involve a school counselor or psychologist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-020.
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Goal
By the annual IEP review date, during a weekly check-in using a 10-situation speaking self-rating scale the student helped build, the student will rate their recent speaking situations on the scale, explain the reasons for at least two ratings, and choose one next step independently, earning a score of at least 7 out of 8 on a 4-row speaking self-reflection rubric scored 0 to 2, on 3 of 4 consecutive monthly reviews, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal479 characters
- By the annual IEP review date, during a weekly check-in using a 10-situation speaking self-rating scale the student helped build, the student will rate their recent speaking situations on the scale, explain the reasons for at least two ratings, and choose one next step independently, earning a score of at least 7 out of 8 on a 4-row speaking self-reflection rubric scored 0 to 2, on 3 of 4 consecutive monthly reviews, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a weekly check-in using a 10-situation speaking self-rating scale the student helped build
- Behavior
- The student will rate their recent speaking situations on the scale, explain the reasons for at least two ratings, and choose one next step independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row speaking self-reflection rubric scored 0 to 2, on 3 of 4 consecutive monthly reviews
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row speaking self-reflection rubric scored 0 to 2
- Mastery rule:
- on 3 of 4 consecutive monthly reviews
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a weekly check-in using a 10-situation speaking self-rating scale the student helped build, the student will rate their recent speaking situations on the scale, explain the reasons for at least two ratings, and choose one next step independently, earning a score of at least 7 out of 8 on a 4-row speaking self-reflection rubric scored 0 to 2, on 3 of 4 consecutive monthly reviews, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Completes the rating for each situation | Explains the reason for at least two ratings | Names something that went well, even in a hard situation | Chooses one next step | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row speaking self-reflection rubric scored 0 to 2. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.