Share a stuttering disclosure in an interview
When to use this goal
For high school students who stutter preparing for job, college, or program interviews and who want a plan for talking about stuttering. Base the choice on the student's transition goals and wishes. Whether and when to disclose is the student's choice.
- Baseline
- Discuss whether the student wants to disclose in interviews and draft the statement together. Score one mock interview.
- Tips
- Score each row 0 to 2. Stuttering during the statement or the interview is not scored. Include questions interviewers sometimes ask about stuttering in practice.
- Limits
- Mock interviews are less stressful than real ones. The goal does not cover legal rights in hiring, which belong with transition staff.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-022.
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Goal
By the annual IEP review date, during a mock interview with a staff member the student does not know well, the student will give a short disclosure at a time they choose in the interview and connect it to a strength (such as "I stutter, and it's made me a patient listener") independently, earning a score of at least 5 out of 6 on a 3-row interview disclosure rubric scored 0 to 2, on 3 of 4 consecutive mock interviews, as measured by a defined scoring rubric collected monthly.
Baseline: 2 out of 6 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
- 2 out of 6 rubric points.
- Annual goal480 characters
- By the annual IEP review date, during a mock interview with a staff member the student does not know well, the student will give a short disclosure at a time they choose in the interview and connect it to a strength (such as "I stutter, and it's made me a patient listener") independently, earning a score of at least 5 out of 6 on a 3-row interview disclosure rubric scored 0 to 2, on 3 of 4 consecutive mock interviews, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock interview with a staff member the student does not know well
- Behavior
- The student will give a short disclosure at a time they choose in the interview and connect it to a strength (such as "I stutter, and it's made me a patient listener") independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row interview disclosure rubric scored 0 to 2, on 3 of 4 consecutive mock interviews
- 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 5 out of 6 on a 3-row interview disclosure rubric scored 0 to 2
- Mastery rule:
- on 3 of 4 consecutive mock interviews
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock interview with a staff member the student does not know well, the student will give a short disclosure at a time they choose in the interview and connect it to a strength (such as "I stutter, and it's made me a patient listener") independently, earning a score of at least 5 out of 6 on a 3-row interview disclosure rubric scored 0 to 2, on 3 of 4 consecutive mock interviews, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Shares the statement at a time they planned | Names what the interviewer can do (such as wait) | Connects stuttering to a strength or returns to the question | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row interview disclosure 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.