Sing class songs at a comfortable loudness
When to use this goal
For young students on a voice plan who shout-sing in music class, assemblies, or class songs. Base the choice on the medical and SLP voice evaluations and the music teacher's report. The goal keeps singing fun while easing the voice.
- Baseline
- Pick a familiar song with about 10 lines and score each line as easy or shouted in therapy and in music class. Ask the music teacher about upcoming songs.
- Tips
- Score each sung line as easy voice or shouted. Shouted means audibly pushed or strained. Coordinate with the music teacher on the class voice level.
- Limits
- Judging loudness in a singing group is hard; stand near the student. Does not measure speaking voice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-025.
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Goal
By the annual IEP review date, during a familiar class song in music class, the student will independently sing each line of the song with an easy, comfortable voice instead of shouting with at least 80% accuracy on song lines sung with the easy voice, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and every two weeks in music class.
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 goal412 characters
- By the annual IEP review date, during a familiar class song in music class, the student will independently sing each line of the song with an easy, comfortable voice instead of shouting with at least 80% accuracy on song lines sung with the easy voice, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and every two weeks in music class.
- Timeframe
- By the annual IEP review date
- Condition
- During a familiar class song in music class
- Behavior
- The student will independently sing each line of the song with an easy, comfortable voice instead of shouting
- Criteria
- With at least 80% accuracy on song lines sung with the easy voice, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and every two weeks in music class
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 80% accuracy on song lines sung with the easy voice
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and every two weeks in music class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a familiar class song in music class, the student will independently sing each line of the song with an easy, comfortable voice instead of shouting with at least 80% accuracy on song lines sung with the easy voice, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and every two weeks in music class.
| 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.