Set text-to-speech speed, voice, and highlighting
When to use this goal
For students who use text-to-speech but leave default settings that are too fast, too slow, or hard to follow. Present levels in device use and in knowing their preferences decide fit.
- Baseline
- Ask the student to set up the tool on a reset device and mark each step. Record the settings they choose and why.
- Tips
- Students often choose faster speeds as they get used to listening; let them adjust. Write their settings on a card for substitutes and test rooms.
- Limits
- Settings menus differ by tool and device. The AT specialist and team choose the tool from an AT assessment and trial data; the template measures what the student does with it, not the tool's quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-at-008.
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Goal
By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Assistive Technology Use.
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
- Vision, Hearing & Assistive Technology - Assistive Technology Use
- Baseline
- 1 of 6 steps independently.
- Annual goal378 characters
- By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a reading assignment on the school device with the text-to-speech toolbar
- Behavior
- The student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text
- Criteria
- Performing all 6 steps independently, on 3 consecutive setups
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 3 consecutive setups
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the start of a reading assignment on the school device with the text-to-speech toolbar, the student will open the text-to-speech settings and set the voice, speed, and highlighting they prefer, then test on a line of text, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Open the text-to-speech toolbar or settings | ||||||||
| 2. Choose a voice | ||||||||
| 3. Set the reading speed | ||||||||
| 4. Turn on word or sentence highlighting | ||||||||
| 5. Choose highlight colors if needed | ||||||||
| 6. Test the settings on a line of text and adjust | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.