Follow the voice rest plan after heavy use
When to use this goal
For students on a voice plan who use their voice heavily in PE, sports, chorus, or drama and keep talking loudly afterward. Base the choice on the medical and SLP voice plan. Voice rest here means quieter, less talking and hydration, not silence, unless the medical team says otherwise.
- Baseline
- List the student's heavy voice-use activities for a week. Record what the student does afterward in five of them, through observation and a simple log.
- Tips
- Each heavy voice-use activity is one opportunity; score correct when the student follows the rest plan. The plan is individualized by the SLP and medical team.
- Limits
- Much of the data is self- or family-reported. Not a medical treatment.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-024.
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Goal
By the annual IEP review date, in the 20 minutes after PE, a game, chorus, or drama rehearsal, the student will follow the voice rest plan (such as sipping water, using a quiet voice, and choosing a quieter activity) after heavy voice use independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, with a student or family log for activities outside school.
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 goal426 characters
- By the annual IEP review date, in the 20 minutes after PE, a game, chorus, or drama rehearsal, the student will follow the voice rest plan (such as sipping water, using a quiet voice, and choosing a quieter activity) after heavy voice use independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, with a student or family log for activities outside school.
- Timeframe
- By the annual IEP review date
- Condition
- In the 20 minutes after PE, a game, chorus, or drama rehearsal
- Behavior
- The student will follow the voice rest plan (such as sipping water, using a quiet voice, and choosing a quieter activity) after heavy voice use independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, with a student or family log for activities outside school
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:
- across 3 consecutive weeks
- Collection schedule:
- weekly, with a student or family log for activities outside school
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, in the 20 minutes after PE, a game, chorus, or drama rehearsal, the student will follow the voice rest plan (such as sipping water, using a quiet voice, and choosing a quieter activity) after heavy voice use independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, with a student or family log for activities outside school.
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.