Use the target vocal behavior in structured speaking tasks
Live goal preview
By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using the target vocal behavior (e.g., easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Percent accuracy is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Opportunity (trial) recording can produce percent accuracy data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Voice.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students for whom a medical (ENT or laryngology) evaluation and the SLP's voice evaluation recommend voice therapy targeting a specific vocal behavior, such as easy onset or a relaxed, moderate-loudness voice. Present levels and those evaluations, not grade, decide fit.
- Baseline considerations
- After the medical evaluation and the SLP's voice evaluation, record 10 or more phrases and sentences and judge each for the target vocal behavior. Audio recording helps the SLP and student compare over time.
- Usage notes
- Score a phrase or sentence correct when the SLP judges that the target vocal behavior was used throughout, using the criteria defined in the voice plan. Individualize the target (easy onset, loudness level, resonance) to the evaluation. Record the student's own judgment alongside the SLP's to build self-monitoring.
- Known limitations
- Voice therapy goals follow a medical (ENT or laryngology) evaluation; this template does not diagnose a voice disorder or replace medical care. Perceptual judgments are subjective, so the same listener should score probes. Structured tasks do not show classroom voice use (see sl-voi-002).
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-voi-001.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Accuracy tracker. Your goal is scored as percent correct, so the sheet records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on phrases and sentences produced with the target vocal behavior
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using the target vocal behavior (e.g., easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.