Compose a paragraph with speech-to-text and correct recognition errors
When to use this goal
For students whose ideas far exceed what they can get down by hand or keyboard, and who have been given speech-to-text but produce unpunctuated, error-filled text with it. Present levels should show stronger oral than written composition; the goal targets using the tool well.
- Baseline
- Observe two or three dictation sessions and mark each step as independent, prompted, or not done. Save the raw dictation and the corrected text so the number of recognition errors fixed can be counted. Note whether the student uses voice punctuation or adds marks by hand.
- Tips
- Teach the routine as a fixed sequence and keep the card nearby. Recognition errors are higher for some speech patterns; the correction steps matter most for those students. Score content with the usual writing rubrics so the tool goal and the writing goal stay separate.
- Limits
- The routine measures tool use, not writing quality. Noisy classrooms degrade recognition and the goal condition should name a workable space. Students with articulation differences may need the SLP's input on whether speech-to-text is workable at all.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-026.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a paragraph-length writing prompt and speech-to-text software on a device, the student will compose a paragraph by dictation and then review and correct the text so that it reads as intended using a dictation routine card, performing at least 5 of 6 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 2 of 6 steps independently.
- Annual goal414 characters
- By the annual IEP review date, given a paragraph-length writing prompt and speech-to-text software on a device, the student will compose a paragraph by dictation and then review and correct the text so that it reads as intended using a dictation routine card, performing at least 5 of 6 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a paragraph-length writing prompt and speech-to-text software on a device
- Behavior
- The student will compose a paragraph by dictation and then review and correct the text so that it reads as intended using a dictation routine card
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive observed writing sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive observed writing sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a paragraph-length writing prompt and speech-to-text software on a device, the student will compose a paragraph by dictation and then review and correct the text so that it reads as intended using a dictation routine card, performing at least 5 of 6 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Plans the paragraph with a few words or a quick organizer before dictating | ||||||||
| 2. Dictates in sentences, saying punctuation commands or adding marks afterward | ||||||||
| 3. Plays back or rereads the text after dictating | ||||||||
| 4. Corrects words the software misrecognized | ||||||||
| 5. Adds or fixes capitals and end marks the software missed | ||||||||
| 6. Saves or submits the corrected paragraph | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.