Self-monitor loudness with a visual voice-level scale
Live goal preview
By the annual IEP review date, during a structured therapy activity with a posted voice level and a check-in after each speaking turn, the student will rate their loudness on a 5-point visual voice-level scale and adjust it to match the level posted for the activity independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 targets loudness, or who often speak much louder or softer than a setting requires, and who are learning to judge their own voice level. Present levels and the SLP's evaluation, not grade, decide fit. When loudness relates to hearing, coordinate with the audiologist.
- Baseline considerations
- Across 10 check-ins, compare the student's rating of their loudness with an adult's rating and record whether the student adjusts when the level does not match. Note settings where loudness is most often a concern.
- Usage notes
- Each check-in is one opportunity. Score correct when the student's rating is within one point of the adult's and, if the level does not match the posted level, the student adjusts within the next speaking turn. The scale should match the classroom's existing voice-level chart if one exists. The goal is matching the setting, not speaking quietly all the time.
- Known limitations
- Voice therapy goals follow a medical (ENT or laryngology) evaluation; this template does not diagnose. Loudness ratings are subjective; train adults on the scale. Students with hearing differences may need audiology input before a loudness goal is set.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-voi-004.
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
Opportunity tracker. Your goal counts opportunities, so the sheet has 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 data collection days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a structured therapy activity with a posted voice level and a check-in after each speaking turn, the student will rate their loudness on a 5-point visual voice-level scale and adjust it to match the level posted for the activity independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data 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 | 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.