Use the posted voice level during each part of the lesson
When to use this goal
For students who talk loudly during quiet work, shout across the room, or whisper when a speaking voice is expected. Fits classrooms with a posted voice-level chart (0 silent, 1 whisper, 2 table voice, 3 presenting). Base the choice on momentary checks.
- Baseline
- Run 10 momentary checks (every 2 minutes) during 3 work periods and mark whether the student's voice was at or below the posted level at that moment. Note which levels are hardest; most students manage level 0 but not level 1 or 2. Rule out hearing concerns if the student is consistently loud.
- Tips
- Momentary checks are fair only if the observer looks at a fixed interval, not when the student is loud. Teach each level with examples and practice when calm. Use gestural reminders, not spoken ones, so the reminder itself does not add noise and attention. Pair with the reduction goal bh-cls-017 if talk-outs are tracked.
- Limits
- Voice level is a judgment call at the boundary between levels; two observers should practice together first. Does not fit students who cannot modulate volume for physical reasons; consult the SLP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-009.
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Goal
By the annual IEP review date, during a 20-minute work period with the voice level posted and checked by the observer every 2 minutes, the student will use a voice at or below the posted level at each check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per period, summarized weekly.
Baseline: 4 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Classroom Expectations & Routines.
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
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 4 of 10 opportunities.
- Annual goal402 characters
- By the annual IEP review date, during a 20-minute work period with the voice level posted and checked by the observer every 2 minutes, the student will use a voice at or below the posted level at each check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute work period with the voice level posted and checked by the observer every 2 minutes
- Behavior
- The student will use a voice at or below the posted level at each check independently
- Criteria
- In at least 9 of 10 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- 3 times per week, 10 checks per period, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 9 of 10 opportunities
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- 3 times per week, 10 checks per period, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 20-minute work period with the voice level posted and checked by the observer every 2 minutes, the student will use a voice at or below the posted level at each check independently in at least 9 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 checks per period, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.