Explain a class topic at a clear pace
When to use this goal
For students who use pausing and full syllables in therapy and need the same clarity in class talk, where speed, excitement, and complex ideas make cluttering more likely. The rating covers pace, pausing, syllables, and how the ideas hang together. The SLP's evaluation and present levels, not grade, decide fit.
- Baseline
- Record two class explanations and score them on the rubric with the general education teacher if possible. Note which row is lowest; organization and pace often fall together. Ask the student which class speaking situations feel hardest to choose the first setting.
- Tips
- Score from a recording where possible so the rater can replay unclear parts. Share the rubric with the student and let them self-score first; comparing scores builds awareness. The planning support targets the language side of cluttering, which often drives the rush. Keep the target on being understood, not on sounding slow.
- Limits
- Rubric scores vary with the topic and the rater, so keep the rater and task type steady. Class samples are hard to record consistently, and scores may run lower there than in therapy. The template does not diagnose cluttering or rule out stuttering; that is the SLP's evaluation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-flu-039.
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Goal
By the annual IEP review date, during a 2-minute explanation of a class topic to a small group in a general education class, the student will explain the topic with pauses at phrase boundaries, full syllables in long words, and a pace the listeners can follow independently, earning a score of at least 9 out of 12 on a 12-point clarity-and-pace rubric, on 3 of 4 consecutive biweekly samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 5 out of 12 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
- 5 out of 12 rubric points.
- Annual goal460 characters
- By the annual IEP review date, during a 2-minute explanation of a class topic to a small group in a general education class, the student will explain the topic with pauses at phrase boundaries, full syllables in long words, and a pace the listeners can follow independently, earning a score of at least 9 out of 12 on a 12-point clarity-and-pace rubric, on 3 of 4 consecutive biweekly samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 2-minute explanation of a class topic to a small group in a general education class
- Behavior
- The student will explain the topic with pauses at phrase boundaries, full syllables in long words, and a pace the listeners can follow independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point clarity-and-pace rubric, on 3 of 4 consecutive biweekly samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 9 out of 12 on a 12-point clarity-and-pace rubric
- Mastery rule:
- on 3 of 4 consecutive biweekly samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a 2-minute explanation of a class topic to a small group in a general education class, the student will explain the topic with pauses at phrase boundaries, full syllables in long words, and a pace the listeners can follow independently, earning a score of at least 9 out of 12 on a 12-point clarity-and-pace rubric, on 3 of 4 consecutive biweekly samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Pauses at phrase and idea boundaries (0 to 3) | Syllables complete in long words (0 to 3) | Pace listeners can follow without asking for a repeat (0 to 3) | Ideas in a clear order without restarts (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point clarity-and-pace rubric. 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.