Speak at the target pitch during reading and conversation
When to use this goal
For students whose voice plan sets a target pitch range (for example, because the habitual pitch is strained, or because a change in pitch is a goal the student has chosen with the SLP). Base the choice on the voice evaluation and the student's own goals.
- Baseline
- Record reading and conversation and rate the first 10 utterances for being within the target range, using a pitch app alongside the SLP's ear. Record the student's habitual range so the plan's target is realistic. Confirm the target with the student; pitch is personal.
- Tips
- The first 10 utterances are the opportunities, scored correct when the pitch stays in the agreed range. Use the app as a guide but score by the SLP's judgment of the whole utterance. Warm up at the start of the session. The student's own sense of their voice matters; revise the target together if it feels unnatural.
- Limits
- Pitch shifts with emotion, loudness, and fatigue, so expect variability. A target pitch is a personal and sometimes identity-related choice; the student leads. Voice therapy goals follow a medical (ENT or laryngology) evaluation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-015.
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Goal
By the annual IEP review date, while reading aloud a paragraph at their independent reading level, the student will speak within the target pitch range set in the voice plan independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 3 of 10 opportunities.
- Annual goal347 characters
- By the annual IEP review date, while reading aloud a paragraph at their independent reading level, the student will speak within the target pitch range set in the voice plan independently in at least 8 of 10 opportunities, 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
- While reading aloud a paragraph at their independent reading level
- Behavior
- The student will speak within the target pitch range set in the voice plan independently
- Criteria
- In at least 8 of 10 opportunities, 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
Opportunity tracker. 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 therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, while reading aloud a paragraph at their independent reading level, the student will speak within the target pitch range set in the voice plan independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. Sheets print blank; no student data is stored.