Sing in chorus with the target voice
When to use this goal
For students on a voice plan who sing in chorus, band call-and-response, or music class and push or strain on loud or high passages. Base the choice on the medical and SLP voice evaluations and coordination with the music teacher. The goal keeps the student singing.
- Baseline
- With the music teacher, choose six marked passages and record target voice or strain during one or two rehearsals. Ask the student how their voice feels after rehearsal.
- Tips
- Each marked passage is one opportunity; score correct when the student uses the target voice or the agreed option. Coordinate with the music teacher so options do not cause problems in the ensemble.
- Limits
- Rehearsal noise makes listening hard; position the observer near the student. Medical guidance on singing load takes priority over this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-021.
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Goal
By the annual IEP review date, during chorus rehearsal on a song the student has learned, the student will sing the planned passages with the target voice (easy onset, steady breath, no pushing), switching to the agreed option (such as singing softer or an octave lower) on passages marked in their music independently in at least 5 of 6 opportunities, on 3 of 4 consecutive rehearsal observations, as measured by direct observation collected every two weeks during rehearsal.
Baseline: 2 of 6 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
- 2 of 6 opportunities.
- Annual goal476 characters
- By the annual IEP review date, during chorus rehearsal on a song the student has learned, the student will sing the planned passages with the target voice (easy onset, steady breath, no pushing), switching to the agreed option (such as singing softer or an octave lower) on passages marked in their music independently in at least 5 of 6 opportunities, on 3 of 4 consecutive rehearsal observations, as measured by direct observation collected every two weeks during rehearsal.
- Timeframe
- By the annual IEP review date
- Condition
- During chorus rehearsal on a song the student has learned
- Behavior
- The student will sing the planned passages with the target voice (easy onset, steady breath, no pushing), switching to the agreed option (such as singing softer or an octave lower) on passages marked in their music independently
- Criteria
- In at least 5 of 6 opportunities, on 3 of 4 consecutive rehearsal observations
- Evaluation method
- Direct observation
- Schedule
- Every two weeks during rehearsal
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 5 of 6 opportunities
- Mastery rule:
- on 3 of 4 consecutive rehearsal observations
- Collection schedule:
- every two weeks during rehearsal
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during chorus rehearsal on a song the student has learned, the student will sing the planned passages with the target voice (easy onset, steady breath, no pushing), switching to the agreed option (such as singing softer or an octave lower) on passages marked in their music independently in at least 5 of 6 opportunities, on 3 of 4 consecutive rehearsal observations, as measured by direct observation collected every two weeks during rehearsal.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.