Speak up during small-group work
When to use this goal
For students who stutter who stay quiet or let others talk for them in group work, even with ideas to share. Base the choice on observation, teacher report, and the student's own account. Every turn counts, stuttered or not.
- Baseline
- Tally the student's speaking turns in three group sessions and note whether peers spoke for the student. Ask the student how group work usually goes and what would make it easier.
- Tips
- Count each turn the student takes in any form, including reading a prepared note aloud. Stuttering never lowers the count. Talk with the teacher about group norms of waiting and not finishing words.
- Limits
- Counts depend on group size and task. More talk is a means, not the goal itself; follow the student's lead on the target.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-028.
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Goal
By the annual IEP review date, during a 20-minute small-group project or discussion in class, the student will share an idea, question, or answer with the group in their own voice (stuttering or not) independently at least 4 times per 20-minute small-group session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
Baseline: 1 times per 20-minute small-group session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per 20-minute small-group session.
- Annual goal360 characters
- By the annual IEP review date, during a 20-minute small-group project or discussion in class, the student will share an idea, question, or answer with the group in their own voice (stuttering or not) independently at least 4 times per 20-minute small-group session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute small-group project or discussion in class
- Behavior
- The student will share an idea, question, or answer with the group in their own voice (stuttering or not) independently
- Criteria
- At least 4 times per 20-minute small-group session, across 3 consecutive weekly observations
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 4 times per 20-minute small-group session
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute small-group project or discussion in class, the student will share an idea, question, or answer with the group in their own voice (stuttering or not) independently at least 4 times per 20-minute small-group session, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute small-group session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.