Adjust device volume for the setting
When to use this goal
For students with a speech-generating device who can reach the volume control but leave it at one level, so messages are lost in the gym or too loud in the library. Base the choice on observation across settings and on motor access to the control.
- Baseline
- Observe six setting changes and record whether the volume was changed, by whom, and whether partners asked for repeats. Check that the volume control is reachable with the student's access method; if not, a quick-access button may be needed first.
- Tips
- Each setting change or not-heard signal is one opportunity, scored independent when the student adjusts the volume so the next message is heard. Some students prefer a fixed loud volume; respect that choice where it works for partners. Link to the student's self-advocacy goals so they can also ask partners to move closer.
- Limits
- Hearing a message depends on room noise and partner distance, not only volume. Students with significant motor needs may need a programmed button rather than this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-027.
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Goal
By the annual IEP review date, when moving into a noisy setting (gym, cafeteria, bus line) or a quiet one (library, testing room) during the school day, the student will independently set the device volume to a level the partner can hear without asking for a repeat in at least 5 of 6 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly across settings.
Baseline: 1 of 6 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. Direct observation 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 6 opportunities.
- Annual goal398 characters
- By the annual IEP review date, when moving into a noisy setting (gym, cafeteria, bus line) or a quiet one (library, testing room) during the school day, the student will independently set the device volume to a level the partner can hear without asking for a repeat in at least 5 of 6 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly across settings.
- Timeframe
- By the annual IEP review date
- Condition
- When moving into a noisy setting (gym, cafeteria, bus line) or a quiet one (library, testing room) during the school day
- Behavior
- The student will independently set the device volume to a level the partner can hear without asking for a repeat
- Criteria
- In at least 5 of 6 opportunities, on 3 of 4 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice weekly across settings
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 5 of 6 opportunities
- Mastery rule:
- on 3 of 4 observed days
- Collection schedule:
- twice weekly across settings
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when moving into a noisy setting (gym, cafeteria, bus line) or a quiet one (library, testing room) during the school day, the student will independently set the device volume to a level the partner can hear without asking for a repeat in at least 5 of 6 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly across settings.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.