Name the parts of own hearing device
When to use this goal
For students who need the words for their device parts to care for it and report problems. Present levels in device vocabulary (spoken or signed) decide the parts to teach.
- Baseline
- List the parts of the student's device (such as microphone, battery door, program button, earhook, tubing, earmold, or processor, cable, coil) and probe each.
- Tips
- Use the student's own device; parts differ by type. This knowledge supports troubleshooting and the self-check.
- Limits
- Knowing the parts is not caring for them; pair with a routine goal. 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-015.
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Goal
By the annual IEP review date, given their own device or a practice model, during a session with the teacher of the deaf, the student will name or sign each part and tell what it does (such as the microphone picks up sound) independently with at least 85% accuracy on device parts named with their job, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given their own device or a practice model, during a session with the teacher of the deaf, the student will name or sign each part and tell what it does (such as the microphone picks up sound) independently with at least 85% accuracy on device parts named with their job, 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 their own device or a practice model, during a session with the teacher of the deaf
- Behavior
- The student will name or sign each part and tell what it does (such as the microphone picks up sound) independently
- Criteria
- With at least 85% accuracy on device parts named with their job, 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 device parts named with their job
- 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 their own device or a practice model, during a session with the teacher of the deaf, the student will name or sign each part and tell what it does (such as the microphone picks up sound) independently with at least 85% accuracy on device parts named with their job, 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.