Combine speechreading and listening for words
When to use this goal
For students who are deaf or hard of hearing who use what they hear plus what they see on the speaker's face. Present levels compare listening alone with listening plus speechreading for the same material.
- Baseline
- Test the same type of phrases three ways: listening alone, speechreading alone, and both. The gain from both shows how much the student uses the face.
- Tips
- Teach speakers to face the student, not cover their mouth, and keep good light on their face. Masks and beards make speechreading harder.
- Limits
- Many speech sounds look alike on the lips; speechreading alone is limited. 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-018.
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Goal
By the annual IEP review date, given spoken phrases with a clear view of the speaker's face in good lighting, at 3 to 6 feet, the student will repeat or write each phrase using both listening and speechreading independently with at least 85% accuracy on phrases identified, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal375 characters
- By the annual IEP review date, given spoken phrases with a clear view of the speaker's face in good lighting, at 3 to 6 feet, the student will repeat or write each phrase using both listening and speechreading independently with at least 85% accuracy on phrases identified, 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 spoken phrases with a clear view of the speaker's face in good lighting, at 3 to 6 feet
- Behavior
- The student will repeat or write each phrase using both listening and speechreading independently
- Criteria
- With at least 85% accuracy on phrases identified, 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 phrases identified
- 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 spoken phrases with a clear view of the speaker's face in good lighting, at 3 to 6 feet, the student will repeat or write each phrase using both listening and speechreading independently with at least 85% accuracy on phrases identified, 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.