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Oral Presentation & Public Speaking IEP goals

Oral presentation goals help a student plan and deliver a talk to a group: moving from a small group to the class, speaking from notes or slides in their own words, using a volume and pace listeners can follow, and answering questions. Engagement is measured through moves the student chooses, such as turning toward listeners, pointing to a visual, or checking for questions, never through eye contact. Measure overall delivery with a rubric, answering questions or speaking from each note card with opportunities, and speaking for a target length with duration.

18 templates · How we write and review goals

Sample oral presentation & public speaking goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • 3-5Duration

    Share a prepared talk with a small group

    Presenting to a small group and then the class

    By the annual IEP review date, when sharing a prepared talk on a chosen topic with a small group of three or four classmates, the student will speak about the topic, covering the points on their plan, until they reach their closing line independently for at least 2 minutes, on 3 of 4 consecutive presentation probes, as measured by duration recording collected every two weeks.

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  • 6-8Opportunities

    Move from small-group practice to the whole class

    Presenting to a small group and then the class

    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.

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  • 3-5Opportunities

    Speak from note cards in own words

    Using note cards or slides without reading word for word

    By the annual IEP review date, when giving a class talk from three to five note cards, each holding a keyword or short phrase, the student will independently look at the keyword on each card, then say the point in their own words without reading a full sentence aloud in at least 4 of 5 opportunities, on 3 of 4 consecutive presentation probes, as measured by opportunity-by-opportunity data collected every two weeks.

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  • 6-8Opportunities

    Talk about each slide instead of reading it

    Using note cards or slides without reading word for word

    By the annual IEP review date, when presenting a slide deck of four to six slides that each hold a title and no more than three short bullet points, the student will glance at the slide, turn toward the listeners, and explain the slide's point in their own words independently in at least 5 of 6 opportunities, on 3 of 4 consecutive presentations, as measured by opportunity-by-opportunity data collected every two weeks.

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  • 6-8, 9-12Rubric score

    Present from a keyword outline, not a script

    Using note cards or slides without reading word for word

    By the annual IEP review date, when giving a three- to five-minute class presentation from a one-page keyword outline they wrote, the student will deliver the presentation from the keyword outline, speaking each point in their own words and finding their place again after a pause independently, earning a score of at least 7 out of 8 on a 4-row notes-use rubric scored 0 to 2 per row, on 3 of 4 consecutive presentations, as measured by a defined scoring rubric collected monthly, plus practice presentations every two weeks.

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  • 3-5Rubric score

    Use a volume the back row can hear

    Volume and pace for an audience

    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.

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  • 6-8, 9-12Opportunities

    Pause after each main point

    Volume and pace for an audience

    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.

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  • 3-5Opportunities

    Answer a classmate's question about the talk

    Answering audience questions

    By the annual IEP review date, when classmates ask questions after the student's class talk, the student will answer the question with a related fact or idea from their talk independently in at least 3 of 4 opportunities, on 3 of 4 consecutive presentation probes, as measured by opportunity-by-opportunity data collected every two weeks.

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  • 9-12Opportunities

    Handle an unplanned question with a bridge phrase

    Answering audience questions

    By the annual IEP review date, when an audience member asks an unplanned question after a class presentation, the student will use a bridge phrase to gain a moment, such as that is a good question, and then give a related answer or say how they would find out independently in at least 4 of 5 opportunities, on 3 of 4 consecutive presentations, as measured by opportunity-by-opportunity data collected every two weeks.

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  • 6-8Opportunities

    Check for questions at planned stopping points

    Engaging an audience without eye contact

    By the annual IEP review date, when giving a class presentation with two or three stopping points marked on their notes, the student will stop at each marked point, turn toward the audience, and ask if anyone has a question or comment independently in 3 of 3 opportunities, on 3 of 4 consecutive presentations, as measured by direct observation collected every two weeks.

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  • 3-5Rubric score

    Point to a visual to guide listeners

    Engaging an audience without eye contact

    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.

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  • 3-5, 6-8Opportunities

    Deliver a talk with a speech-generating device

    Presenting with AAC or a pre-recorded segment

    By the annual IEP review date, when giving a class talk from a page of four to six messages stored in order on their device, the student will select each stored message in order to deliver the talk, waiting for listeners to hear one message before selecting the next independently in at least 5 of 6 opportunities, on 3 of 4 consecutive presentation probes, as measured by opportunity-by-opportunity data collected every two weeks.

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6 more oral presentation & public speaking templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What oral presentation & public speaking involves

  • Presenting to a small group first, then to the whole class
  • Speaking from note cards, an outline, or slides without reading them word for word
  • Using a volume and pace that the whole room can follow, with pauses between points
  • Answering audience questions, including unplanned ones
  • Engaging listeners by turning toward them, pointing to a visual, or checking for questions
  • Presenting with AAC, a pre-recorded segment, or text-to-speech, and rehearsing with a checklist

Baseline and measurement considerations

  • Score real class presentations when they happen, and add practice talks in therapy or class so there are enough data points to see a trend.
  • Write rubric rows the scorer can see and hear, such as speaking a point in their own words or pausing between points, and set the rubric maximum as the total of all rows.
  • Count opportunities per note card, slide, main point, or audience question, and agree on what counts before collecting baseline.
  • For length, time on-topic talk from the first word to the closing line; for over-long talks, time the whole talk against the limit.
  • Coordinate with the general education teacher so the class rubric and the IEP rubric do not grade the same talk two different ways.

Progress-monitoring methods used in these templates

  • Duration recording: The length of time a behavior lasts is timed from a defined start to a defined end.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Duration tracker: Times how long a behavior lasts and compares it with the target duration.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing oral presentation & public speaking goals

  • Scoring eye contact, stillness, or posture, which penalizes students for how they listen and regulate rather than what they say.
  • Writing a public speaking goal for a student whose real need is voice quality, stuttering, or speech sound clarity; those belong to their own skills.
  • Counting a talk given with AAC, a recorded segment, or a script accommodation as less than a full presentation.
  • Relying on a few real presentations a year for data, so the goal cannot show progress by the next report.
  • Pushing the whole class as the first audience when a small group or a recorded talk would let the skill build.

Frequently asked questions

How do I write an IEP goal for oral presentations without an eye contact requirement?

Score engagement through actions the student can choose: turning their body toward listeners, pointing to a visual, or pausing to ask for questions. For example: when giving a class presentation with marked stopping points, the student will stop at each point and ask if anyone has a question in 3 of 3 opportunities. Leave eye contact, posture, and stillness off the rubric entirely.

Is a public speaking goal a speech therapy goal or a classroom goal?

It can be either, and often both. The SLP usually leads when the need is language, organization, or delivery, while the special and general education teachers help plan rehearsal and give real class opportunities. Write the goal so data can be taken in class as well as in therapy.

What if the student is anxious about presenting?

Build steps into the goal: rehearse with the SLP, then a small chosen group, then the class. Offer options such as a co-presenter, a chosen place in the order, or a recorded talk. When worry is strong, involve the school counselor; the presentation goal does not replace that support.

Can a student who uses AAC have an oral presentation goal?

Yes. A talk delivered from stored messages, a speech-generating device, or a text-to-speech segment is a real presentation. Measure what the student controls, such as delivering each message in order or adding a live comment, and plan access before collecting data.

References

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