Speak loud enough to be heard in class
When to use this goal
For students with dysarthria or weak speech muscles whose speech is too soft for classmates or teachers to hear across a room. Present levels decide fit. The target is a loudness the student can keep without strain.
- Baseline
- Record 5 class answers and whether the listener heard each one without a repeat. A sound level meter app can add a number but the listener test is the main measure.
- Tips
- Count the opportunity when the listener hears the message on the first try. Teach a loud voice that is not a shout or strained. A personal microphone may be the better choice for some students; discuss it as an accommodation.
- Limits
- Room noise affects results; note it. Students with progressive or medical conditions need plans with their medical team; the IEP goal does not replace them. Not for students with voice disorders, which belong in voice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-023.
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Goal
By the annual IEP review date, during class discussions or answers, when the student speaks to a listener 6 or more feet away, the student will speak at a loudness the listener can hear without asking for a repeat, using the practiced strong-voice strategy independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice 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. 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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 1 of 5 opportunities.
- Annual goal387 characters
- By the annual IEP review date, during class discussions or answers, when the student speaks to a listener 6 or more feet away, the student will speak at a loudness the listener can hear without asking for a repeat, using the practiced strong-voice strategy independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class discussions or answers, when the student speaks to a listener 6 or more feet away
- Behavior
- The student will speak at a loudness the listener can hear without asking for a repeat, using the practiced strong-voice strategy independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Twice 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:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class discussions or answers, when the student speaks to a listener 6 or more feet away, the student will speak at a loudness the listener can hear without asking for a repeat, using the practiced strong-voice strategy independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice 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.