Pause after each main point
When to use this goal
For older students who race through presentations without a break, so listeners lose the thread even when every word is clear. Present levels, not grade, decide fit. Speech clarity drills belong in motor-speech or articulation goals.
- Baseline
- Record two presentations and mark each main point boundary as paused or run on. Count words per minute too if pace is the concern; it helps the student hear the difference.
- Tips
- Each boundary between main points is one opportunity. A pause that is a breath or a beat of about a second counts. Students can review their own recordings and mark pauses, which builds self-monitoring. Never score eye contact, posture, or stillness, and never count stuttering, AAC use, an accent or dialect, or harmless movement against the student.
- Limits
- Does not measure word-level clarity or rate in conversation. Pauses inside stuttering moments are not scored either way; fluency belongs to the speech-fluency skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when giving a class presentation with three to five main points marked on their notes, the student will pause for a breath or a short beat after each main point before starting the next independently in at least 4 of 5 opportunities, on 3 of 4 consecutive presentations, as measured by direct observation collected every two weeks.
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. Direct observation 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 goal362 characters
- By the annual IEP review date, when giving a class presentation with three to five main points marked on their notes, the student will pause for a breath or a short beat after each main point before starting the next independently in at least 4 of 5 opportunities, on 3 of 4 consecutive presentations, as measured by direct observation collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When giving a class presentation with three to five main points marked on their notes
- Behavior
- The student will pause for a breath or a short beat after each main point before starting the next independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive presentations
- Evaluation method
- Direct observation
- Schedule
- Every two weeks
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:
- on 3 of 4 consecutive presentations
- Collection schedule:
- every two weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when giving a class presentation with three to five main points marked on their notes, the student will pause for a breath or a short beat after each main point before starting the next independently in at least 4 of 5 opportunities, on 3 of 4 consecutive presentations, as measured by direct observation collected every two weeks.
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.