Fix dictation errors with voice commands
When to use this goal
For students who dictate well but leave errors because they do not know editing commands or do not reread. Present levels in reviewing dictated text decide fit.
- Baseline
- Count the errors in three dictated drafts before editing, then count how many the student fixed.
- Tips
- The denominator is the number of errors in the draft. Listening back with text-to-speech catches errors the eye misses.
- Limits
- Recognition errors depend on the tool. 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-010.
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Goal
By the annual IEP review date, given a dictated paragraph of their own with recognition and punctuation errors, the student will listen back or reread the draft and fix each error with voice commands or the keyboard independently with at least 80% accuracy on dictation errors corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% accuracy.
- 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. Percent accuracy 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 percent accuracy 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
- 35% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given a dictated paragraph of their own with recognition and punctuation errors, the student will listen back or reread the draft and fix each error with voice commands or the keyboard independently with at least 80% accuracy on dictation errors corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a dictated paragraph of their own with recognition and punctuation errors
- Behavior
- The student will listen back or reread the draft and fix each error with voice commands or the keyboard independently
- Criteria
- With at least 80% accuracy on dictation errors corrected, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on dictation errors corrected
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a dictated paragraph of their own with recognition and punctuation errors, the student will listen back or reread the draft and fix each error with voice commands or the keyboard independently with at least 80% accuracy on dictation errors corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.