Choose a seat that helps listening
When to use this goal
For students who are hard of hearing who sit wherever they land and then miss speech because of distance, noise, or the side of their better ear. Present levels in knowing their own listening needs decide fit.
- Baseline
- Watch five seat choices across settings and record whether the choice fit the student's needs. Ask the student what makes a seat good for them.
- Tips
- The best seat is not always the front; it depends on the noise, the speaker, and the student's ears. Signing students may also need a clear view of the interpreter.
- Limits
- Room acoustics remain the school's job. Hearing technology is one access route the family and student chose; it does not replace sign language, captions, or other visual access where the student uses them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-ht-014.
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Goal
By the annual IEP review date, when choosing a seat in class, group work, assemblies, or the cafeteria, the student will choose or ask for a seat away from noise sources, near the speaker, with their stronger ear toward the speaker independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Baseline: 1 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 Hearing Technology Self-Management.
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 - Hearing Technology Self-Management
- Baseline
- 1 of 5 opportunities.
- Annual goal359 characters
- By the annual IEP review date, when choosing a seat in class, group work, assemblies, or the cafeteria, the student will choose or ask for a seat away from noise sources, near the speaker, with their stronger ear toward the speaker independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When choosing a seat in class, group work, assemblies, or the cafeteria
- Behavior
- The student will choose or ask for a seat away from noise sources, near the speaker, with their stronger ear toward the speaker independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly
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 at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when choosing a seat in class, group work, assemblies, or the cafeteria, the student will choose or ask for a seat away from noise sources, near the speaker, with their stronger ear toward the speaker independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
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.