Match voice level to the posted picture scale
When to use this goal
For young students whose voice is often louder or softer than the activity calls for and who can learn a three- or four-level voice scale. Rule out hearing concerns first. Present levels decide the number of levels on the scale.
- Baseline
- Ask the voice-level question five times across a day and record whether the student pointed to the level actually used and whether they adjusted to the posted level. Note which activities bring the biggest gaps.
- Tips
- Each adult check is one opportunity. Met means the student identifies the level used (matching the adult's judgment) and reaches the posted level within 10 seconds. The goal is noticing and adjusting, never silence; some students need a loud-voice place too.
- Limits
- Judging voice level is partly subjective; agree on examples for each level. Not a fit when loudness comes from a hearing or speech need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 15-minute partner activity with a voice level picture scale on the table, the student will point to the voice level they are using when an adult asks and, when it differs from the posted level, adjust their voice to match it within 10 seconds independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times per week.
Baseline: 1 of 5 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. Opportunity (trial) recording 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 Self-Monitoring.
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
- Executive Function - Self-Monitoring
- Baseline
- 1 of 5 opportunities.
- Annual goal434 characters
- By the annual IEP review date, during a 15-minute partner activity with a voice level picture scale on the table, the student will point to the voice level they are using when an adult asks and, when it differs from the posted level, adjust their voice to match it within 10 seconds independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute partner activity with a voice level picture scale on the table
- Behavior
- The student will point to the voice level they are using when an adult asks and, when it differs from the posted level, adjust their voice to match it within 10 seconds independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times per week
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 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute partner activity with a voice level picture scale on the table, the student will point to the voice level they are using when an adult asks and, when it differs from the posted level, adjust their voice to match it within 10 seconds independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected three times per week.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.