Adjust text-to-speech and replay when meaning breaks down
When to use this goal
For high school students who use text-to-speech for course reading but let it run without checking understanding. Stopping, replaying, and adjusting speed keeps comprehension intact. Present levels decide fit.
- Baseline
- Watch a full session. Count a check point correct when the student explains the section or replays and then explains it.
- Tips
- Builds on the text-to-speech setup template. Students choose their own speed.
- Limits
- Self-report of confusion is not always accurate; the explanation check helps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-089.
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Goal
By the annual IEP review date, during independent listening-while-reading of a course text with text-to-speech, at 5 planned check points, the student will pause at each check point, say the main point of the section, and replay or slow down any section they could not explain independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 1 of 5 opportunities.
- Annual goal420 characters
- By the annual IEP review date, during independent listening-while-reading of a course text with text-to-speech, at 5 planned check points, the student will pause at each check point, say the main point of the section, and replay or slow down any section they could not explain independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent listening-while-reading of a course text with text-to-speech, at 5 planned check points
- Behavior
- The student will pause at each check point, say the main point of the section, and replay or slow down any section they could not explain independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent listening-while-reading of a course text with text-to-speech, at 5 planned check points, the student will pause at each check point, say the main point of the section, and replay or slow down any section they could not explain independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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 | # + (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.