Use a volume the back row can hear
When to use this goal
For upper elementary students whose voice is typical in conversation but drops too low or races too fast when they present. Present levels, not grade, decide fit. If the voice itself is hoarse, breathy, or strained, refer to the voice skill and the SLP's voice assessment first.
- Baseline
- Score two short class talks with the rubric and ask a back-row listener whether they heard each part. Compare with a conversation sample at the same distance: if conversation is loud enough and talks are not, the goal fits; if not, start with a voice assessment.
- Tips
- Score each row 0 to 2. Teach volume as a choice matched to the room, not as louder is better. A student with a quiet voice may use a classroom microphone or amplifier, and the goal is then scored with that equipment.
- Limits
- Does not address voice quality, pitch, or vocal hygiene; those belong to the voice skill. Room noise changes the score, so probe in the same room when possible.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-006.
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Goal
By the annual IEP review date, when giving a short class talk from the front of the room, the student will present the talk at a volume the back row can hear and a pace with a pause between points independently, earning a score of at least 5 out of 6 on a 3-row volume and pace rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 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 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
- 2 out of 6 rubric points.
- Annual goal417 characters
- By the annual IEP review date, when giving a short class talk from the front of the room, the student will present the talk at a volume the back row can hear and a pace with a pause between points independently, earning a score of at least 5 out of 6 on a 3-row volume and pace rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When giving a short class talk from the front of the room
- Behavior
- The student will present the talk at a volume the back row can hear and a pace with a pause between points independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row volume and pace rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation probes
- 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 5 out of 6 on a 3-row volume and pace rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive presentation probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when giving a short class talk from the front of the room, the student will present the talk at a volume the back row can hear and a pace with a pause between points independently, earning a score of at least 5 out of 6 on a 3-row volume and pace rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | A listener in the back row hears every sentence (0 = rarely, 1 = some, 2 = all) | Speaks at a pace listeners can follow, without rushing to finish | Pauses between main points | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row volume and pace rubric scored 0 to 2 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.