Walk a teacher through own audiogram
When to use this goal
For students who can read the basic parts of an audiogram and are ready to use their own results to explain what is hard for them in class. Present levels in graph reading and hearing vocabulary decide fit.
- Baseline
- Score one practice walk-through before teaching. Check family consent and the student's wishes before an audiogram is shown to anyone outside the DHH team.
- Tips
- Builds on ac-ht-016 (reading the audiogram) and feeds ac-ht-018 (explaining hearing and devices). Students often find that the audiogram makes their requests more convincing to teachers.
- Limits
- An audiogram does not show how a student hears in real classrooms; encourage students to say that too. 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-032.
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Goal
By the annual IEP review date, during a meeting with a new teacher or coach, with a copy of their own audiogram the student chose to share, the student will show the ear symbols, describe the degree of their hearing loss, name sounds that fall below their thresholds, and link the results to a class situation and an accommodation, performing at least 5 of 6 steps independently, on 3 consecutive practice or real meetings, as measured by a task-analysis checklist collected monthly and at each term start.
Baseline: 1 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 6 steps independently.
- Annual goal506 characters
- By the annual IEP review date, during a meeting with a new teacher or coach, with a copy of their own audiogram the student chose to share, the student will show the ear symbols, describe the degree of their hearing loss, name sounds that fall below their thresholds, and link the results to a class situation and an accommodation, performing at least 5 of 6 steps independently, on 3 consecutive practice or real meetings, as measured by a task-analysis checklist collected monthly and at each term start.
- Timeframe
- By the annual IEP review date
- Condition
- During a meeting with a new teacher or coach, with a copy of their own audiogram the student chose to share
- Behavior
- The student will show the ear symbols, describe the degree of their hearing loss, name sounds that fall below their thresholds, and link the results to a class situation and an accommodation
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive practice or real meetings
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly and at each term start
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive practice or real meetings
- Collection schedule:
- monthly and at each term start
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a meeting with a new teacher or coach, with a copy of their own audiogram the student chose to share, the student will show the ear symbols, describe the degree of their hearing loss, name sounds that fall below their thresholds, and link the results to a class situation and an accommodation, performing at least 5 of 6 steps independently, on 3 consecutive practice or real meetings, as measured by a task-analysis checklist collected monthly and at each term start.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Shows the audiogram and names what the two axes stand for (pitch and loudness) | ||||||||
| 2. Points out the right and left ear marks | ||||||||
| 3. Describes the degree of hearing in their own words (such as mild, moderate, or severe) | ||||||||
| 4. Names speech sounds or everyday sounds that fall below their thresholds | ||||||||
| 5. Links the results to a class situation, such as group work or a noisy gym | ||||||||
| 6. Names an accommodation that helps in that situation | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.