Notice and locate warning sounds outdoors
When to use this goal
For older students who travel in the community and need to notice and locate sirens, horns, backup beepers, and train signals. Present levels in sound identification and localization decide fit.
- Baseline
- Plan outings near known warning sounds and record each response. Every warning sound should get a safe response; share misses with the O&M or travel trainer.
- Tips
- Safety matters most: the target is every warning sound. Students who cannot hear some warnings need visual scanning strategies too.
- Limits
- Wind and traffic noise mask sounds. The goal does not replace a travel safety plan. 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-035.
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Goal
By the annual IEP review date, during community outings, when a warning sound happens (such as a siren, car horn, or backup beeper), the student will stop, name the sound, point to where it is coming from, and tell what to do independently in 5 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing.
Baseline: 2 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 2 of 5 opportunities.
- Annual goal378 characters
- By the annual IEP review date, during community outings, when a warning sound happens (such as a siren, car horn, or backup beeper), the student will stop, name the sound, point to where it is coming from, and tell what to do independently in 5 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing.
- Timeframe
- By the annual IEP review date
- Condition
- During community outings, when a warning sound happens (such as a siren, car horn, or backup beeper)
- Behavior
- The student will stop, name the sound, point to where it is coming from, and tell what to do independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive community outings
- Evaluation method
- Direct observation
- Schedule
- During each community outing
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive community outings
- Collection schedule:
- during each community outing
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during community outings, when a warning sound happens (such as a siren, car horn, or backup beeper), the student will stop, name the sound, point to where it is coming from, and tell what to do independently in 5 of 5 opportunities, across 3 consecutive community outings, as measured by direct observation collected during each community outing.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.