Reduce yelling and screaming during recess
Live goal preview
By the annual IEP review date, during a 20-minute recess period, the student will yell or scream (sustained loud, strained voice use) with a visual voice-care reminder on their wrist or hand no more than 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.
Baseline: 10 times per 20-minute recess period.
- 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. Frequency 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. Frequency (event) recording can produce frequency 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 whose voice plan, following a medical (ENT or laryngology) evaluation, calls for reducing vocally abusive behaviors such as yelling and screaming. Present levels, the evaluations, and observation, not grade, decide fit. Plan alternatives with the student so they can still play and get attention.
- Baseline considerations
- Tally yelling and screaming episodes during at least 3 recess periods, noting the activity and what the student wanted at the time (calling a friend, cheering, getting a turn). These purposes guide which alternatives to teach.
- Usage notes
- Count an episode when the student uses a loud, strained voice (yelling or screaming) for more than a word or two; a new episode begins after 5 seconds without yelling. Short, loud calls needed for safety are not counted. Teach and reinforce alternatives (signals, moving closer, an agreed whistle) so the student can still meet the purpose. Share the plan with recess staff.
- Known limitations
- Voice therapy goals follow a medical (ENT or laryngology) evaluation; this template does not diagnose. Recess conditions vary a lot, so look at trends over several weeks. A count does not show other vocal behaviors, such as throat clearing; track those separately if the voice plan includes them.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-voi-003.
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
Frequency & rate tracker. Your goal counts events in a fixed period, so the sheet records counts and observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 3 times per 20-minute recess period
- Mastery rule:
- across 3 consecutive observed recess periods
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute recess period, the student will yell or scream (sustained loud, strained voice use) with a visual voice-care reminder on their wrist or hand no more than 3 times per 20-minute recess period, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute recess period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.