Prepare a class talk with a rehearsal checklist
When to use this goal
For middle school students who arrive on presentation day unprepared, with notes unfinished and no practice run. Present levels and work samples, not grade, decide fit. Pair with a planning goal if long-term assignments are a wider concern.
- Baseline
- For the next two assigned presentations, look at what was ready on the day and ask the student what they did to prepare. Score the rubric from the checklist, notes, and a quick conversation.
- Tips
- Score each row 0 to 2 from the checklist and the materials. Rehearsing aloud can happen at home if the family logs it. Keep the checklist short and in the student's own words.
- Limits
- Measures preparation, not the quality of the talk on the day; pair with a delivery goal. Students without a quiet place at home to rehearse need school time built in.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-014.
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Goal
By the annual IEP review date, when a class presentation is assigned at least one week ahead, the student will complete a talk-planning checklist: choose main points, make note cards, rehearse aloud twice, and time one run independently, earning a score of at least 7 out of 8 on a 4-row talk-planning rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation assignments, as measured by work-sample analysis collected at each assigned presentation.
Baseline: 2 out of 8 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. Work-sample analysis 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 8 rubric points.
- Annual goal456 characters
- By the annual IEP review date, when a class presentation is assigned at least one week ahead, the student will complete a talk-planning checklist: choose main points, make note cards, rehearse aloud twice, and time one run independently, earning a score of at least 7 out of 8 on a 4-row talk-planning rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation assignments, as measured by work-sample analysis collected at each assigned presentation.
- Timeframe
- By the annual IEP review date
- Condition
- When a class presentation is assigned at least one week ahead
- Behavior
- The student will complete a talk-planning checklist: choose main points, make note cards, rehearse aloud twice, and time one run independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row talk-planning rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation assignments
- Evaluation method
- Work-sample analysis
- Schedule
- At each assigned presentation
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 7 out of 8 on a 4-row talk-planning rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive presentation assignments
- Collection schedule:
- at each assigned presentation
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when a class presentation is assigned at least one week ahead, the student will complete a talk-planning checklist: choose main points, make note cards, rehearse aloud twice, and time one run independently, earning a score of at least 7 out of 8 on a 4-row talk-planning rubric scored 0 to 2 per row, on 3 of 4 consecutive presentation assignments, as measured by work-sample analysis collected at each assigned presentation.
| Date | Task / sample | Main points chosen and written by the planned date (0 = not done, 1 = late or partial, 2 = done on time) | Note cards or slides ready by the planned date | Rehearsed aloud at least twice, logged on the checklist | Timed one rehearsal and adjusted the talk to fit the time | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row talk-planning 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.