Tell long sounds from short sounds
When to use this goal
For young children who detect sounds and are starting discrimination with the easiest contrasts: long versus short, one versus many, and fast versus slow patterns. Present levels in detection decide fit.
- Baseline
- Present 10 items with the choice of two and record correct choices. With two choices, chance is 50%, so look for scores well above that across sessions.
- Tips
- Learning to Listen sounds tied to toys work well for this level. Move to syllable and word discrimination once the child is consistently above chance.
- Limits
- With two choices guessing can look like skill; use enough trials. The template measures listening for a student whose family chose listening as one route; it never replaces sign language or captions the student also uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-aud-004.
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Goal
By the annual IEP review date, given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them, the student will choose the toy or picture that matches the sound pattern heard independently with at least 85% accuracy on sound patterns matched, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Baseline: 45% 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 Auditory Skills (Deaf & Hard of Hearing).
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
- Vision, Hearing & Assistive Technology - Auditory Skills (Deaf & Hard of Hearing)
- Baseline
- 45% accuracy.
- Annual goal491 characters
- By the annual IEP review date, given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them, the student will choose the toy or picture that matches the sound pattern heard independently with at least 85% accuracy on sound patterns matched, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
- Timeframe
- By the annual IEP review date
- Condition
- Given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them
- Behavior
- The student will choose the toy or picture that matches the sound pattern heard independently
- Criteria
- With at least 85% accuracy on sound patterns matched, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each session with the teacher of the deaf
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 85% accuracy on sound patterns matched
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- each session with the teacher of the deaf
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them, the student will choose the toy or picture that matches the sound pattern heard independently with at least 85% accuracy on sound patterns matched, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
| 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.