Dictate and edit written work with speech-to-text
When to use this goal
For students for whom both handwriting and typing are too slow or effortful for the length of written work expected, and who have the oral language to compose aloud. Base the choice on a trial of dictating one paragraph during baseline, including whether the student can read and fix the transcript.
- Baseline
- Observe two dictated assignments and mark each step independent, prompted, or not done. Count recognition errors left in the final text; a student who dictates well but never reads back produces unusable work. Check the environment, since background noise causes many errors.
- Tips
- Teach saying punctuation and dictating in phrases explicitly. Many students prefer a headset microphone and a quiet corner. This is an access route, not a replacement for writing instruction; the writing teacher still measures content and organization on the same work.
- Limits
- Speech-to-text struggles with unclear speech and with content vocabulary; students with speech sound needs may get too many errors to fix. Does not measure the quality of the writing. Testing rules may restrict dictation on some assessments.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-026.
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Goal
By the annual IEP review date, given a writing assignment of at least one paragraph and a device with speech-to-text enabled, the student will dictate the response, read the transcript, and correct recognition errors before submitting, performing all 6 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected each dictated assignment, at least weekly.
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 Handwriting.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Handwriting
- Baseline
- 2 of 6 steps independently.
- Annual goal402 characters
- By the annual IEP review date, given a writing assignment of at least one paragraph and a device with speech-to-text enabled, the student will dictate the response, read the transcript, and correct recognition errors before submitting, performing all 6 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected each dictated assignment, at least weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a writing assignment of at least one paragraph and a device with speech-to-text enabled
- Behavior
- The student will dictate the response, read the transcript, and correct recognition errors before submitting
- Criteria
- Performing all 6 steps independently, on 4 of 5 consecutive assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- Each dictated assignment, at least 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 4 of 5 consecutive assignments
- Collection schedule:
- each dictated assignment, at least weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a writing assignment of at least one paragraph and a device with speech-to-text enabled, the student will dictate the response, read the transcript, and correct recognition errors before submitting, performing all 6 steps independently, on 4 of 5 consecutive assignments, as measured by a task-analysis checklist collected each dictated assignment, at least 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. Opens the document and turns on speech-to-text | ||||||||
| 2. Says a brief plan aloud or writes three key words before dictating | ||||||||
| 3. Dictates in phrases, saying punctuation | ||||||||
| 4. Reads the transcript back | ||||||||
| 5. Corrects words the software misheard | ||||||||
| 6. Turns off the microphone and submits the work | ||||||||
| 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.