Answer in class with a clear, strong voice
When to use this goal
For students whose voice plan targets a weak or breathy voice and who produce a clear, stronger voice in therapy tasks but fade back in class. The target is a louder, clear voice with good breath support, not a pushed or strained one. Base the choice on the medical and voice evaluations; present levels, not grade, decide fit.
- Baseline
- Observe 5 speaking turns in class and note whether the teacher had to ask for a repeat, whether the voice faded, and whether the student strained. Compare with therapy performance to confirm the voice is ready for class use. Ask the student which classes feel easiest to start in.
- Tips
- Each speaking turn the teacher calls for is one opportunity, up to 5 per observation. Score yes when the teacher hears the answer the first time and the voice stays clear without strain. Brief the teacher on the signal and on what strain sounds like so loudness is not pushed. Seat the student where they do not have to speak over noise.
- Limits
- Classroom noise changes how loud the student must be, so note the setting with each data point. A weak voice may relate to a medical, hearing, or emotional factor, which the team should rule out first. The template does not measure voice quality acoustically.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-voi-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when answering teacher questions from their seat during class discussion, the student will answer with a clear, strong voice that the teacher hears on the first try, taking a breath before speaking independently in at least 4 of 5 opportunities, on 4 of 5 observed class periods, as measured by direct observation collected twice weekly.
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 goal368 characters
- By the annual IEP review date, when answering teacher questions from their seat during class discussion, the student will answer with a clear, strong voice that the teacher hears on the first try, taking a breath before speaking independently in at least 4 of 5 opportunities, on 4 of 5 observed class periods, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When answering teacher questions from their seat during class discussion
- Behavior
- The student will answer with a clear, strong voice that the teacher hears on the first try, taking a breath before speaking independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed class periods
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
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 4 of 5 observed class periods
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when answering teacher questions from their seat during class discussion, the student will answer with a clear, strong voice that the teacher hears on the first try, taking a breath before speaking independently in at least 4 of 5 opportunities, on 4 of 5 observed class periods, as measured by direct observation collected twice weekly.
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.