Follow directions and answer questions in background noise using listening strategies
When to use this goal
For students who listen well in quiet but fall apart in a noisy classroom, cafeteria, or gym, including students with hearing differences. The strategies are things the student does (move closer, face the speaker, use the remote microphone, ask for a repeat). Base the choice on audiology input and observation in noisy settings.
- Baseline
- Present 10 items in quiet and 10 in recorded noise at a set level and compare. The drop is the need. Record which strategies the student uses on their own. For students with hearing technology, the audiologist sets the technology plan and the noise level used in probes.
- Tips
- Score correct when the response is right; also tally which strategies were used so the team sees what works. Keep the noise recording and level the same across probes. Move from controlled noise in the therapy room to real settings. Teachers can reduce noise, but the student's strategies are what this goal measures.
- Limits
- Classroom noise varies and cannot be standardized in real settings; controlled probes give cleaner data. Strategies cannot overcome severe noise, and room acoustics are a school responsibility. The template does not diagnose a hearing or processing difference.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-018.
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Goal
By the annual IEP review date, given 10 directions or questions spoken at a normal volume with recorded classroom noise playing, the student will carry out the direction or answer the question correctly after using a listening strategy (such as moving closer, facing the speaker, or turning on the remote microphone) independently with at least 80% accuracy on spoken items responded to correctly in noise, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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 Listening Comprehension & Auditory Processing.
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
- Speech & Language - Listening Comprehension & Auditory Processing
- Baseline
- 40% accuracy.
- Annual goal507 characters
- By the annual IEP review date, given 10 directions or questions spoken at a normal volume with recorded classroom noise playing, the student will carry out the direction or answer the question correctly after using a listening strategy (such as moving closer, facing the speaker, or turning on the remote microphone) independently with at least 80% accuracy on spoken items responded to correctly in noise, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 directions or questions spoken at a normal volume with recorded classroom noise playing
- Behavior
- The student will carry out the direction or answer the question correctly after using a listening strategy (such as moving closer, facing the speaker, or turning on the remote microphone) independently
- Criteria
- With at least 80% accuracy on spoken items responded to correctly in noise, across 3 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 80% accuracy on spoken items responded to correctly in noise
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 directions or questions spoken at a normal volume with recorded classroom noise playing, the student will carry out the direction or answer the question correctly after using a listening strategy (such as moving closer, facing the speaker, or turning on the remote microphone) independently with at least 80% accuracy on spoken items responded to correctly in noise, across 3 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.