Use a voice-saving signal during PE games
When to use this goal
For students on a voice plan whose voice problems worsen after PE, recess games, or team sports where they shout to call for the ball or cheer. Base the choice on the medical and SLP voice evaluations and on PE teacher report. The goal adds alternatives; it does not stop the student from cheering.
- Baseline
- Observe two PE classes and record the first five times the student calls to teammates: shout, easy voice, or signal. Ask the PE teacher which games involve the most calling, and ask the student what they would be comfortable using.
- Tips
- Each call to a teammate is one opportunity; score correct for an easy voice or a nonvoice signal. Share the student's chosen signal with the PE teacher and team. Cheering in an easy, supported voice is fine.
- Limits
- Fast games make observation hard; use the first five calls. Games vary week to week. Not a substitute for medical follow-up if hoarseness persists.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-020.
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Goal
By the annual IEP review date, during PE class games in which players call to teammates, the student will independently use a voice-saving signal they chose (such as a clap, a hand wave, a whistle if allowed, or a short call in an easy voice) instead of shouting to teammates in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly during PE.
Baseline: 1 of 5 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. Direct observation 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
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, during PE class games in which players call to teammates, the student will independently use a voice-saving signal they chose (such as a clap, a hand wave, a whistle if allowed, or a short call in an easy voice) instead of shouting to teammates in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly during PE.
- Timeframe
- By the annual IEP review date
- Condition
- During PE class games in which players call to teammates
- Behavior
- The student will independently use a voice-saving signal they chose (such as a clap, a hand wave, a whistle if allowed, or a short call in an easy voice) instead of shouting to teammates
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during PE
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 4 of 5 opportunities
- Mastery rule:
- on 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly during PE
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during PE class games in which players call to teammates, the student will independently use a voice-saving signal they chose (such as a clap, a hand wave, a whistle if allowed, or a short call in an easy voice) instead of shouting to teammates in at least 4 of 5 opportunities, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly during PE.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.