Complete the daily voice-care routine from the voice plan
When to use this goal
For students whose voice plan includes daily habits (water intake, planned voice rest, no whispering, warm-up before singing or sports) that need to become routine. Base the choice on the voice plan following a medical evaluation. Steps are individualized to the plan.
- Baseline
- Observe or ask about each step for a week and record which are already habits. Adjust the steps to the student's actual voice plan; the list here is an example. Check with the family which steps can also happen at home.
- Tips
- Edit the steps to match the voice plan exactly; keep 4 to 8 steps. Score a step independent when done without a reminder that day. Whispering is listed because it strains the voice more than quiet talking; many students do not know this. The checklist also gives the SLP a record of hoarse days to share with the medical team.
- Limits
- Self-reported steps may be over-reported; spot-check. The routine reduces strain but does not treat the underlying condition; voice therapy goals follow a medical (ENT or laryngology) evaluation and the template does not diagnose. Hydration and voice rest depend on classroom rules, so involve the teacher.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-010.
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Goal
By the annual IEP review date, given a daily voice-care checklist from the voice plan, during the school day, the student will complete the steps of their daily voice-care routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Voice.
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 - Voice
- Baseline
- 2 of 6 steps independently.
- Annual goal321 characters
- By the annual IEP review date, given a daily voice-care checklist from the voice plan, during the school day, the student will complete the steps of their daily voice-care routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- Given a daily voice-care checklist from the voice plan, during the school day
- Behavior
- The student will complete the steps of their daily voice-care routine
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a daily voice-care checklist from the voice plan, during the school day, the student will complete the steps of their daily voice-care routine, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Bring a water bottle to class and drink from it at least four times | ||||||||
| 2. Use a hand signal or move closer instead of calling across the room | ||||||||
| 3. Take the planned quiet-voice break (such as 10 minutes after lunch) without whispering | ||||||||
| 4. Use the voice warm-up before choir, drama, or sports | ||||||||
| 5. Mark the checklist at the end of the day | ||||||||
| 6. Report any day of hoarseness to the SLP or teacher | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.