Reread a draft with text-to-speech and fix it
When to use this goal
For students who cannot catch missing words, repeated words, or confusing sentences when they reread silently, often because decoding their own writing is hard. Present levels should show the student can fix a sentence once they hear the problem; the goal makes listening back a habit.
- Baseline
- Save a copy of the draft before and after playback. Count the sentence-level errors (missing words, repeated words, unclear sentences) in the first copy and the number fixed in the second. Percent fixed is the score. Spelling errors are counted separately and are not part of this goal.
- Tips
- Saving the first copy automatically (version history) makes scoring easy. Teach the student to stop playback when something sounds wrong. This goal works well with speech-to-text, which often drops or doubles words.
- Limits
- Text-to-speech reads what is there, so it helps find missing and repeated words more than weak ideas. The number of errors in a draft varies; very clean drafts give few items. Some voices and speeds work better than others; let the student choose.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-071.
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Goal
By the annual IEP review date, after typing a draft of a paragraph or longer, given text-to-speech and headphones, the student will play back the draft with text-to-speech, stop at each sentence that has a missing word, a repeated word, or a meaning that is unclear, and fix it independently with at least 75% accuracy on sentence errors present in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected weekly.
Baseline: 20% 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. Work-sample analysis 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 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
- 20% accuracy.
- Annual goal450 characters
- By the annual IEP review date, after typing a draft of a paragraph or longer, given text-to-speech and headphones, the student will play back the draft with text-to-speech, stop at each sentence that has a missing word, a repeated word, or a meaning that is unclear, and fix it independently with at least 75% accuracy on sentence errors present in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After typing a draft of a paragraph or longer, given text-to-speech and headphones
- Behavior
- The student will play back the draft with text-to-speech, stop at each sentence that has a missing word, a repeated word, or a meaning that is unclear, and fix it independently
- Criteria
- With at least 75% accuracy on sentence errors present in the draft, on 3 of 4 consecutive scored drafts
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 75% accuracy on sentence errors present in the draft
- Mastery rule:
- on 3 of 4 consecutive scored drafts
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after typing a draft of a paragraph or longer, given text-to-speech and headphones, the student will play back the draft with text-to-speech, stop at each sentence that has a missing word, a repeated word, or a meaning that is unclear, and fix it independently with at least 75% accuracy on sentence errors present in the draft, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected weekly.
| 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.