Stay understandable through a short conversation
When to use this goal
For students who are clear in practice phrases but harder to understand in real conversation. Present levels decide fit. A rubric captures how well the message gets through and whether the student uses strategies when it does not.
- Baseline
- Record two 5-minute conversations with unfamiliar adults and score each on the rubric. Ask the listener afterward how much they understood (most, some, little) as a check.
- Tips
- Score from a recording when the student agrees to it. Use a new listener each month. Let the student watch and rate the recording too; self-rating builds monitoring.
- Limits
- Topic and listener change scores; keep conditions similar. The rubric is perceptual and not a standardized measure. Not a conversation-skills goal; those belong in pragmatic-language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-025.
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Goal
By the annual IEP review date, during a 5-minute conversation with a school adult who does not work with the student, on a topic the student picks, the student will carry on the conversation using their speech strategies (such as slower rate and every syllable) and repair when the listener is confused independently, earning a score of at least 9 out of 12 on a 4-row conversational intelligibility rubric scored 0 to 3 per row, in 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
Baseline: 4 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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 4 out of 12 rubric points.
- Annual goal514 characters
- By the annual IEP review date, during a 5-minute conversation with a school adult who does not work with the student, on a topic the student picks, the student will carry on the conversation using their speech strategies (such as slower rate and every syllable) and repair when the listener is confused independently, earning a score of at least 9 out of 12 on a 4-row conversational intelligibility rubric scored 0 to 3 per row, in 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 5-minute conversation with a school adult who does not work with the student, on a topic the student picks
- Behavior
- The student will carry on the conversation using their speech strategies (such as slower rate and every syllable) and repair when the listener is confused independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row conversational intelligibility rubric scored 0 to 3 per row, in 3 of 4 monthly probes
- 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 9 out of 12 on a 4-row conversational intelligibility rubric scored 0 to 3 per row
- Mastery rule:
- in 3 of 4 monthly probes
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a 5-minute conversation with a school adult who does not work with the student, on a topic the student picks, the student will carry on the conversation using their speech strategies (such as slower rate and every syllable) and repair when the listener is confused independently, earning a score of at least 9 out of 12 on a 4-row conversational intelligibility rubric scored 0 to 3 per row, in 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Listener follows the message with few requests to repeat | Rate is slow enough for clear syllables | Key words are complete, with all syllables present | Repairs are used when the listener is confused | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row conversational intelligibility rubric scored 0 to 3 per row. 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.