Tell a teacher what helps their talking
When to use this goal
For young students who stutter who are learning to talk about their speech and can share one or two things that help. Base the choice on sessions in which the student talks about stuttering comfortably. Pictures and a prepared card are welcome.
- Baseline
- Ask the student what they call their talking and what helps; use their words. Score a puppet role-play first.
- Tips
- Score each row 0 to 2. Keep the tone light and matter-of-fact. Stuttering during the conversation is not scored. Share with families before the teacher meeting.
- Limits
- Opportunities are few. Some young children prefer not to talk about it; do not push.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-033.
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Goal
By the annual IEP review date, during a planned meeting with the classroom teacher and the SLP, the student will tell the teacher that their talking is sometimes bumpy, name one thing that helps, and answer one question independently, earning a score of at least 5 out of 6 on a 3-row talking-about-my-speech rubric scored 0 to 2, on 2 consecutive scored conversations, as measured by a defined scoring rubric collected monthly.
Baseline: 1 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
- 1 out of 6 rubric points.
- Annual goal428 characters
- By the annual IEP review date, during a planned meeting with the classroom teacher and the SLP, the student will tell the teacher that their talking is sometimes bumpy, name one thing that helps, and answer one question independently, earning a score of at least 5 out of 6 on a 3-row talking-about-my-speech rubric scored 0 to 2, on 2 consecutive scored conversations, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a planned meeting with the classroom teacher and the SLP
- Behavior
- The student will tell the teacher that their talking is sometimes bumpy, name one thing that helps, and answer one question independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row talking-about-my-speech rubric scored 0 to 2, on 2 consecutive scored conversations
- 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 talking-about-my-speech rubric scored 0 to 2
- Mastery rule:
- on 2 consecutive scored conversations
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a planned meeting with the classroom teacher and the SLP, the student will tell the teacher that their talking is sometimes bumpy, name one thing that helps, and answer one question independently, earning a score of at least 5 out of 6 on a 3-row talking-about-my-speech rubric scored 0 to 2, on 2 consecutive scored conversations, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Says or shows that their talking is sometimes bumpy | Names one thing that helps (such as waiting) | Answers a question or shares the picture page | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row talking-about-my-speech 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.