Plan speech strategies for class discussions
When to use this goal
For middle school students with dysarthria or motor planning needs who know their strategies but use them only in therapy. Present levels decide fit. The student picks the strategies and the discussions where they matter most.
- Baseline
- Observe two class discussions and score them on the rubric with the student's input. Ask which strategies the student already knows and which feel comfortable in class.
- Tips
- The student owns the plan; adults suggest, the student decides. Share the plan with teachers so they give time for the student's turn. Device backup is a valid strategy.
- Limits
- Rubric scores depend on observer judgment; use the same scorer when possible. Discussions vary in how many turns the student gets. Not a conversation-skills goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-030.
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Goal
By the annual IEP review date, before and during a class discussion or group project meeting, with a strategy plan the student filled out, the student will choose 2 speech strategies before the discussion, use them while speaking, and rate how they worked afterward independently, earning a score of at least 7 out of 9 on a 3-row strategy planning rubric scored 0 to 3 per row, in 3 of 4 monthly probes, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 9 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
- 3 out of 9 rubric points.
- Annual goal463 characters
- By the annual IEP review date, before and during a class discussion or group project meeting, with a strategy plan the student filled out, the student will choose 2 speech strategies before the discussion, use them while speaking, and rate how they worked afterward independently, earning a score of at least 7 out of 9 on a 3-row strategy planning 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
- Before and during a class discussion or group project meeting, with a strategy plan the student filled out
- Behavior
- The student will choose 2 speech strategies before the discussion, use them while speaking, and rate how they worked afterward independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row strategy planning 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 7 out of 9 on a 3-row strategy planning 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, before and during a class discussion or group project meeting, with a strategy plan the student filled out, the student will choose 2 speech strategies before the discussion, use them while speaking, and rate how they worked afterward independently, earning a score of at least 7 out of 9 on a 3-row strategy planning 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 | Chooses strategies that fit the setting (rate, breath, loudness, repair, device backup) | Uses the chosen strategies during speaking turns | Rates afterward which strategies worked and what to change | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row strategy planning 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.