Hear the difference between vowel sounds in words
When to use this goal
For children who discriminate words by syllable number and are ready for words that differ only in the vowel (such as bat, bit, boot). Present levels in syllable discrimination decide fit.
- Baseline
- Use known words and record which vowel pairs are confused. Share consistent confusions with the audiologist.
- Tips
- Front-of-mouth vowels with similar sound (such as bit and bet) are harder; start with clear contrasts.
- Limits
- Picture choice limits which words can be tested. 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-012.
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Goal
By the annual IEP review date, given 3 pictures of one-syllable words that differ only in the vowel, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on vowel contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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 goal353 characters
- By the annual IEP review date, given 3 pictures of one-syllable words that differ only in the vowel, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on vowel contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 3 pictures of one-syllable words that differ only in the vowel, with the speaker's mouth covered
- Behavior
- The student will point to the picture of the word heard independently
- Criteria
- With at least 85% accuracy on vowel contrasts, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 85% accuracy on vowel contrasts
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 3 pictures of one-syllable words that differ only in the vowel, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on vowel contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.