Rate their own speaking pace from a recording
When to use this goal
For students whose rate is fast enough to affect clarity and who do not yet hear it in their own speech, a common first step in cluttering and fast-rate plans. The student listens back and rates pace and clarity on a simple scale shared with the SLP. Present levels and the SLP's evaluation, not grade, decide fit.
- Baseline
- Record 10 short segments in a structured task and have the SLP rate each on the shared scale first. Then ask the student to rate the same segments without feedback and count how many land within one point. Note whether the student tends to rate everything as clear, which is common at the start.
- Tips
- Each segment is one opportunity; score it when the student's rating is within one point of the SLP's. Agreement matters more than a high rating, since accurate self-rating is what lets the student adjust later. Keep the scale short and concrete (for example: too fast to follow, fast, clear pace, very slow). If the student also stutters, rate pace and clarity only, never the amount of stuttering.
- Limits
- Ratings are subjective, so the same SLP should rate each session. Self-rating in a calm therapy setting does not show the student can change their rate in class; pair this goal with a strategy goal. The template does not measure syllables per minute, which needs a formal speech rate count by the SLP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-036.
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Goal
By the annual IEP review date, when listening back to 10 short recorded segments of their own retells or explanations, the student will rate each segment on a 4-point clarity-and-pace scale and give the rating that matches the SLP's rating within one point independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 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. Opportunity (trial) recording 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
- 3 of 10 opportunities.
- Annual goal430 characters
- By the annual IEP review date, when listening back to 10 short recorded segments of their own retells or explanations, the student will rate each segment on a 4-point clarity-and-pace scale and give the rating that matches the SLP's rating within one point independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- When listening back to 10 short recorded segments of their own retells or explanations
- Behavior
- The student will rate each segment on a 4-point clarity-and-pace scale and give the rating that matches the SLP's rating within one point independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when listening back to 10 short recorded segments of their own retells or explanations, the student will rate each segment on a 4-point clarity-and-pace scale and give the rating that matches the SLP's rating within one point independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.