Use a different voice for each speaker
When to use this goal
For students who read narrative text accurately but run dialogue and narration together, so listeners lose track of who is talking. This often shows up with students who read accurately but flatly. Passage level comes from present levels.
- Baseline
- Score from a recording. Count a line as correct when the listener can tell it is a character speaking and which character it is. Note whether the student notices quotation marks at all, since some students need that taught first.
- Tips
- Model the voice change first, then fade the color highlighting. Reader's theater scripts give extra practice; this goal checks that the skill carries into ordinary stories.
- Limits
- Judging a voice change is subjective; two adults should agree on a few sample lines first. Students who use a speech-generating device or whose speech has limited pitch range need a different target.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-036.
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Goal
By the annual IEP review date, given an unpracticed instructional-level story passage with 10 lines of dialogue between two characters, the student will read each line of dialogue with a voice change that sets it apart from the narration and the other speaker independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 2 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. 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 Fluency.
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 Fluency
- Baseline
- 2 of 10 opportunities.
- Annual goal404 characters
- By the annual IEP review date, given an unpracticed instructional-level story passage with 10 lines of dialogue between two characters, the student will read each line of dialogue with a voice change that sets it apart from the narration and the other speaker independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed instructional-level story passage with 10 lines of dialogue between two characters
- Behavior
- The student will read each line of dialogue with a voice change that sets it apart from the narration and the other speaker independently
- Criteria
- In at least 8 of 10 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an unpracticed instructional-level story passage with 10 lines of dialogue between two characters, the student will read each line of dialogue with a voice change that sets it apart from the narration and the other speaker independently in at least 8 of 10 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 | 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.