Explain own hearing and devices to a teacher
When to use this goal
For middle and high school students who meet many teachers and need to explain their hearing, devices, and accommodations themselves. Present levels in self-advocacy and in knowing their own hearing decide fit.
- Baseline
- Score an explanation to a staff member the student does not know well. Ask the student what they want teachers to know.
- Tips
- The student decides how much to share. A one-page student profile is a good support and a good product to keep.
- Limits
- The rubric measures the explanation, not what teachers then do. 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-018.
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Goal
By the annual IEP review date, at the start of a term with each new teacher, in person or in an email, the student will explain their hearing in their own words, what their devices do and do not do, and what helps in class without notes, earning a score of at least 7 out of 8 on a 4-row hearing self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly and at each term start.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal458 characters
- By the annual IEP review date, at the start of a term with each new teacher, in person or in an email, the student will explain their hearing in their own words, what their devices do and do not do, and what helps in class without notes, earning a score of at least 7 out of 8 on a 4-row hearing self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly and at each term start.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of a term with each new teacher, in person or in an email
- Behavior
- The student will explain their hearing in their own words, what their devices do and do not do, and what helps in class without notes
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row hearing self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly and at each term start
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row hearing self-advocacy rubric scored 0 to 2 per row
- Mastery rule:
- in 3 of 4 consecutive opportunities
- Collection schedule:
- monthly and at each term start
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, at the start of a term with each new teacher, in person or in an email, the student will explain their hearing in their own words, what their devices do and do not do, and what helps in class without notes, earning a score of at least 7 out of 8 on a 4-row hearing self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly and at each term start.
| Date | Task / sample | Describes their hearing in their own words | Explains what their devices do and their limits (such as noise and distance) | Names the accommodations that help (such as the remote microphone, captions, seating) | Answers a question or tells the teacher how to check in | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row hearing self-advocacy rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.