Move from small-group practice to the whole class
When to use this goal
For middle school students who can present to the SLP or a small group but opt out, ask for a zero, or present only to the teacher at lunch when the whole class is the audience. Present levels and the class presentation record, not grade, decide fit. Choose with the student, and with counseling input if worry about speaking is strong.
- Baseline
- Look back over the last grading period: count the assigned presentations and how many the student gave, to whom, and with what arrangement. Ask the student which part is hardest (walking up, the first sentence, questions) so the practice plan starts there.
- Tips
- Count each assigned presentation as one opportunity and score it when the student delivers the whole talk to the audience named in the condition. A short pause or a restart still counts. Plan the steps with the student and the general education teacher so alternate audiences are offered by design, not as a last-minute exception. Never score eye contact, posture, or stillness, and never count stuttering, AAC use, an accent or dialect, or harmless movement against the student.
- Limits
- Presentations are infrequent, so add practice talks in class or therapy to get enough data. The goal records that the talk happened, not its quality. Strong anxiety needs its own plan; this goal does not replace counseling.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-002.
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Goal
By the annual IEP review date, when a whole-class presentation is assigned and the student has rehearsed it with a small group the day before, the student will deliver the planned presentation to the whole class from start to finish independently in at least 4 of 5 opportunities, in 2 of 3 consecutive grading periods, as measured by frequency recording collected at every assigned presentation.
Baseline: 1 of 5 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. Frequency (event) 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 Oral Presentation & Public Speaking.
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 - Oral Presentation & Public Speaking
- Baseline
- 1 of 5 opportunities.
- Annual goal396 characters
- By the annual IEP review date, when a whole-class presentation is assigned and the student has rehearsed it with a small group the day before, the student will deliver the planned presentation to the whole class from start to finish independently in at least 4 of 5 opportunities, in 2 of 3 consecutive grading periods, as measured by frequency recording collected at every assigned presentation.
- Timeframe
- By the annual IEP review date
- Condition
- When a whole-class presentation is assigned and the student has rehearsed it with a small group the day before
- Behavior
- The student will deliver the planned presentation to the whole class from start to finish independently
- Criteria
- In at least 4 of 5 opportunities, in 2 of 3 consecutive grading periods
- Evaluation method
- Frequency recording
- Schedule
- At every assigned presentation
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 4 of 5 opportunities
- Mastery rule:
- in 2 of 3 consecutive grading periods
- Collection schedule:
- at every assigned presentation
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when a whole-class presentation is assigned and the student has rehearsed it with a small group the day before, the student will deliver the planned presentation to the whole class from start to finish independently in at least 4 of 5 opportunities, in 2 of 3 consecutive grading periods, as measured by frequency recording collected at every assigned presentation.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.