Point to a visual to guide listeners
When to use this goal
For upper elementary students who hold a poster or picture but talk past it, or who face the board the whole time. Present levels, not grade, decide fit. Engagement is scored through the visual and body direction, never eye contact.
- Baseline
- Score two poster or picture talks with the rubric. Note where the visual is placed; a poster held in front of the face or taped behind the student changes what is possible.
- Tips
- Score each row 0 to 2. Set the visual on an easel or the board so the student's hands are free. Students who move while presenting are fine; facing listeners can include rocking or shifting. 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 what the student says about the visual. A student with a visual impairment needs a tactile or object visual and adjusted rows.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-011.
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Goal
By the annual IEP review date, when presenting a poster or picture to the class, the student will turn their body toward listeners, point to the part of the visual they are talking about, and ask the audience one question independently, earning a score of at least 5 out of 6 on a 3-row audience engagement 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 goal446 characters
- By the annual IEP review date, when presenting a poster or picture to the class, the student will turn their body toward listeners, point to the part of the visual they are talking about, and ask the audience one question independently, earning a score of at least 5 out of 6 on a 3-row audience engagement 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 presenting a poster or picture to the class
- Behavior
- The student will turn their body toward listeners, point to the part of the visual they are talking about, and ask the audience one question independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row audience engagement 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 audience engagement 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 presenting a poster or picture to the class, the student will turn their body toward listeners, point to the part of the visual they are talking about, and ask the audience one question independently, earning a score of at least 5 out of 6 on a 3-row audience engagement 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 | Body faces the listeners for most of the talk, with the visual to the side (0 = rarely, 1 = some, 2 = most) | Points to the part of the visual that matches what they are saying | Asks the audience a question or invites them to look at something | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row audience engagement 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.