Use text-to-speech to access a reading assignment
When to use this goal
For students who have text-to-speech listed as an accommodation but use it only when an adult sets it up. Use present levels in reading, device skills, and the assistive technology assessment to decide which tool is targeted.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Also record how often the student used the tool at all during a week; many students have the accommodation but never start it.
- Tips
- The assistive technology team or SLP can confirm the right tool and settings. Count asking for headphones as independent. Using the tool on a test needs the same routine, so practice on classwork first.
- Limits
- Does not measure comprehension of what was heard. Tools vary across devices and subjects; the step card may need a version for each.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-015.
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Goal
By the annual IEP review date, when assigned a digital reading passage or textbook section in class, the student will set up and use the text-to-speech tool to listen to the assigned text, performing at least 5 of 6 steps independently, on 4 of 5 consecutive reading assignments, as measured by a task-analysis checklist collected at each observed use, at least three per week.
Baseline: 2 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 School-Related Independence.
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
- Functional & Independence Skills - School-Related Independence
- Baseline
- 2 of 6 steps independently.
- Annual goal377 characters
- By the annual IEP review date, when assigned a digital reading passage or textbook section in class, the student will set up and use the text-to-speech tool to listen to the assigned text, performing at least 5 of 6 steps independently, on 4 of 5 consecutive reading assignments, as measured by a task-analysis checklist collected at each observed use, at least three per week.
- Timeframe
- By the annual IEP review date
- Condition
- When assigned a digital reading passage or textbook section in class
- Behavior
- The student will set up and use the text-to-speech tool to listen to the assigned text
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive reading assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- At each observed use, at least three per week
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 at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive reading assignments
- Collection schedule:
- at each observed use, at least three per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when assigned a digital reading passage or textbook section in class, the student will set up and use the text-to-speech tool to listen to the assigned text, performing at least 5 of 6 steps independently, on 4 of 5 consecutive reading assignments, as measured by a task-analysis checklist collected at each observed use, at least three per week.
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. Opens the reading on the device or scans the paper copy | ||||||||
| 2. Turns on the text-to-speech tool or extension | ||||||||
| 3. Puts on headphones | ||||||||
| 4. Selects the text or presses play at the correct place | ||||||||
| 5. Adjusts speed or voice if needed | ||||||||
| 6. Follows along and pauses to answer questions or take notes | ||||||||
| 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: 5 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.