Explain own hearing loss to classmates
When to use this goal
For students who want classmates to know how to talk with them but leave the explaining to adults, or who get questions about their devices and do not know what to say. Present levels in expressive language and the student's own wish to share, not grade, decide fit.
- Baseline
- Ask the student first whether and what they want to share. Score a practice explanation to the teacher of the deaf before any talk with peers.
- Tips
- The student decides whether to share, how much, and with whom; never require a class talk. A simple fact card the student designs can be reused each year.
- Limits
- Measures the explanation, not how classmates respond. 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-031.
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Goal
By the annual IEP review date, during a short talk, slideshow or video the student makes for a small group of classmates they choose, the student will describe their hearing in their own words, show what their device does, tell classmates two things that help, and answer questions independently, earning a score of at least 6 out of 8 on a 4-row peer explanation rubric scored 0 to 2 per row, on 2 consecutive explanations, as measured by a defined scoring rubric collected monthly and at each planned talk.
Baseline: 2 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
- 2 out of 8 rubric points.
- Annual goal508 characters
- By the annual IEP review date, during a short talk, slideshow or video the student makes for a small group of classmates they choose, the student will describe their hearing in their own words, show what their device does, tell classmates two things that help, and answer questions independently, earning a score of at least 6 out of 8 on a 4-row peer explanation rubric scored 0 to 2 per row, on 2 consecutive explanations, as measured by a defined scoring rubric collected monthly and at each planned talk.
- Timeframe
- By the annual IEP review date
- Condition
- During a short talk, slideshow or video the student makes for a small group of classmates they choose
- Behavior
- The student will describe their hearing in their own words, show what their device does, tell classmates two things that help, and answer questions independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row peer explanation rubric scored 0 to 2 per row, on 2 consecutive explanations
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly and at each planned talk
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 6 out of 8 on a 4-row peer explanation rubric scored 0 to 2 per row
- Mastery rule:
- on 2 consecutive explanations
- Collection schedule:
- monthly and at each planned talk
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a short talk, slideshow or video the student makes for a small group of classmates they choose, the student will describe their hearing in their own words, show what their device does, tell classmates two things that help, and answer questions independently, earning a score of at least 6 out of 8 on a 4-row peer explanation rubric scored 0 to 2 per row, on 2 consecutive explanations, as measured by a defined scoring rubric collected monthly and at each planned talk.
| Date | Task / sample | Describes their hearing in their own words (such as which sounds or places are hard) | Shows or explains what their device does and what it cannot do | Tells classmates two things that help, such as facing them or talking one at a time | Answers at least one question from a classmate | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row peer explanation 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.