Pick the toy that matches a sound heard
When to use this goal
For young children who tell sound patterns apart and are learning to link sounds to objects in a small closed set (such as a cow with moo, a plane with ahhh). Present levels in discrimination decide the set size.
- Baseline
- Use 10 presentations with a set of 3 and track which sounds are confused. Confusions show which contrasts to work on.
- Tips
- Keep the set small and the sounds different at first. Rotate the toys so the child listens rather than learning a position.
- Limits
- Closed sets are easier than real listening. 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-005.
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Goal
By the annual IEP review date, given 3 toys with their sounds taught (such as moo for a cow), with the speaker's mouth covered, the student will point to or pick up the toy that matches the sound heard independently with at least 85% accuracy on sounds identified in the set, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Baseline: 40% 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
- 40% accuracy.
- Annual goal406 characters
- By the annual IEP review date, given 3 toys with their sounds taught (such as moo for a cow), with the speaker's mouth covered, the student will point to or pick up the toy that matches the sound heard independently with at least 85% accuracy on sounds identified in the set, 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 3 toys with their sounds taught (such as moo for a cow), with the speaker's mouth covered
- Behavior
- The student will point to or pick up the toy that matches the sound heard independently
- Criteria
- With at least 85% accuracy on sounds identified in the set, 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 sounds identified in the set
- 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 3 toys with their sounds taught (such as moo for a cow), with the speaker's mouth covered, the student will point to or pick up the toy that matches the sound heard independently with at least 85% accuracy on sounds identified in the set, 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.