Plan and give a short informational talk
When to use this goal
For secondary students who know content but give disorganized spoken explanations when asked to present or report. The routine is choosing a structure, planning with an organizer, rehearsing, and delivering. Base the choice on observation of class presentations and planning samples. For planning a story, see sl-nar-014.
- Baseline
- Observe the student preparing and giving two short talks. Mark which steps happen without prompting and keep the organizers. Note whether the talk follows the plan.
- Tips
- Score each step as independent, prompted, or not done. Organizers can be paper, digital, or drawn. Delivery may be live, recorded, or through AAC. Content grades stay with the teacher.
- Limits
- Following the routine does not ensure a strong talk; check quality now and then with a rubric (sl-nar-026 or sl-exp-012). Rehearsal time may not exist in every class.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-031.
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Goal
By the annual IEP review date, when preparing a 2- to 3-minute talk on a topic from a current class unit, the student will complete each step of the talk planning routine, from choosing a structure to delivering the talk from notes, performing at least 6 of 7 steps independently, on 3 of 4 consecutive biweekly talks, as measured by a task-analysis checklist collected every two weeks.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Narrative Language & Retelling.
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 - Narrative Language & Retelling
- Baseline
- 2 of 7 steps independently.
- Annual goal386 characters
- By the annual IEP review date, when preparing a 2- to 3-minute talk on a topic from a current class unit, the student will complete each step of the talk planning routine, from choosing a structure to delivering the talk from notes, performing at least 6 of 7 steps independently, on 3 of 4 consecutive biweekly talks, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When preparing a 2- to 3-minute talk on a topic from a current class unit
- Behavior
- The student will complete each step of the talk planning routine, from choosing a structure to delivering the talk from notes
- Criteria
- Performing at least 6 of 7 steps independently, on 3 of 4 consecutive biweekly talks
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 3 of 4 consecutive biweekly talks
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when preparing a 2- to 3-minute talk on a topic from a current class unit, the student will complete each step of the talk planning routine, from choosing a structure to delivering the talk from notes, performing at least 6 of 7 steps independently, on 3 of 4 consecutive biweekly talks, as measured by a task-analysis checklist collected every two weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Choose the structure that fits the topic (sequence, description, compare, cause and effect, or problem and solution) | ||||||||
| 2. Write the topic sentence on the organizer | ||||||||
| 3. List two or three main points in the chosen structure | ||||||||
| 4. Add one detail or example to each main point | ||||||||
| 5. Write a closing sentence | ||||||||
| 6. Rehearse the talk aloud once from the organizer | ||||||||
| 7. Deliver the talk following the planned order | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.