Produce high, low, rising, and falling pitch on cue
When to use this goal
For students whose voice plan or prosody plan requires pitch control, who speak in a monotone or cannot change pitch on request. Pitch play is also the first step before a habitual pitch goal (sl-voi-015). Base the choice on the SLP's evaluation.
- Baseline
- Present 20 cues in random order and record each production. Check first that the student can identify high and low when the SLP produces them; if not, start with identification. A pitch app shows the range the student can produce.
- Tips
- Score correct when the pitch clearly moves in the cued direction; exact notes are not required. Visual pitch apps give immediate feedback that children enjoy. Keep productions easy and short to avoid strain. Move to intonation in sentences (sl-voi-016) once the control is there.
- Limits
- Pitch on cue is a play task and does not show pitch use in speech. Pitch range has physical limits set by age and voice; do not push extremes. Voice therapy goals follow a medical (ENT or laryngology) evaluation when a voice disorder is involved.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-014.
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Goal
By the annual IEP review date, given 20 cues (a picture of a high or low object, or a rising or falling line traced with a finger), the student will match their pitch to the cue (high, low, rising, or falling) independently with at least 85% accuracy on pitch productions matching the cue, 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 check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy 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
- 40% accuracy.
- Annual goal414 characters
- By the annual IEP review date, given 20 cues (a picture of a high or low object, or a rising or falling line traced with a finger), the student will match their pitch to the cue (high, low, rising, or falling) independently with at least 85% accuracy on pitch productions matching the cue, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 cues (a picture of a high or low object, or a rising or falling line traced with a finger)
- Behavior
- The student will match their pitch to the cue (high, low, rising, or falling) independently
- Criteria
- With at least 85% accuracy on pitch productions matching the cue, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on pitch productions matching the cue
- 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 20 cues (a picture of a high or low object, or a rising or falling line traced with a finger), the student will match their pitch to the cue (high, low, rising, or falling) independently with at least 85% accuracy on pitch productions matching the cue, 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. Sheets print blank; no student data is stored.