Voice IEP goals for kindergarten to grade 2
14 of the voice templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
14 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Voice Speech & Language
Use the target vocal behavior in structured speaking tasks
Target vocal behavior in structured tasks
By the annual IEP review date, given 10 structured phrases or sentences during a therapy session, the student will produce each phrase or sentence using To choose for the student: the target vocal behavior (such as easy onset or a relaxed voice at the agreed loudness) independently with at least 80% accuracy on phrases and sentences produced with the target vocal behavior, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use the target voice during classroom speaking
Target vocal behavior in class
By the annual IEP review date, during class speaking turns (such as answering a question, reading aloud, or partner talk), the student will use To choose for the student: the target voice (such as easy onset and agreed loudness) during the speaking turn independently in at least 4 of 5 opportunities, across 3 consecutive observations, as measured by direct observation collected every two weeks.
Reduce yelling and screaming during recess
Vocal hygiene
By the annual IEP review date, during a 20-minute recess period, the student will reduce yelling or screaming (sustained loud, strained voice use) to no more than 3 times per 20-minute recess period, with a visual voice-care reminder on their wrist or hand, across 3 consecutive observed recess periods, as measured by frequency recording collected twice weekly.
Self-monitor loudness with a visual voice-level scale
Self-monitoring loudness
By the annual IEP review date, during a structured therapy activity with a posted voice level and a check-in after each speaking turn, the student will rate their loudness on a 5-point visual voice-level scale and adjust it to match the level posted for the activity independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Tell the target voice from the strained voice
Discriminating target voice from old voice
By the annual IEP review date, when the SLP says 20 short phrases, some in a strained or pressed voice and some in the target easy voice, the student will identify each phrase as the easy voice or the strained voice by pointing to a picture or saying the label independently with at least 90% accuracy on voice-quality judgments, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use easy onset on vowel-initial words, sentences, and reading
Easy onset of voicing
By the annual IEP review date, given 20 words beginning with a vowel, read or repeated, the student will independently start each vowel-initial word with an easy onset (a gentle, breathy start without a hard attack) with at least 85% accuracy on vowel-initial words produced with easy onset, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
In kindergarten through grade 2, voice goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
How are voice goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.