Explain the parts of own audiogram
When to use this goal
For students ready to understand their own hearing test results, as part of self-advocacy. Present levels in reading graphs and in hearing-related vocabulary decide fit.
- Baseline
- Ask 8 to 10 questions about a sample audiogram and the student's own. Check family consent before using the student's own results with others present.
- Tips
- Connect the audiogram to daily life: why some voices or sounds are harder. The student chooses whether to share their audiogram with peers.
- Limits
- Audiogram reading is a step toward explaining hearing to others, not the explanation itself. 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-016.
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Goal
By the annual IEP review date, given a copy of their own audiogram and a set of questions from the teacher of the deaf, the student will find pitch and loudness on the audiogram, mark their own results, and tell which speech sounds are hard to hear independently with at least 80% accuracy on audiogram questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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. Work-sample analysis 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
- 25% accuracy.
- Annual goal415 characters
- By the annual IEP review date, given a copy of their own audiogram and a set of questions from the teacher of the deaf, the student will find pitch and loudness on the audiogram, mark their own results, and tell which speech sounds are hard to hear independently with at least 80% accuracy on audiogram questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a copy of their own audiogram and a set of questions from the teacher of the deaf
- Behavior
- The student will find pitch and loudness on the audiogram, mark their own results, and tell which speech sounds are hard to hear independently
- Criteria
- With at least 80% accuracy on audiogram questions, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 80% accuracy on audiogram questions
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a copy of their own audiogram and a set of questions from the teacher of the deaf, the student will find pitch and loudness on the audiogram, mark their own results, and tell which speech sounds are hard to hear independently with at least 80% accuracy on audiogram questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.