Ask a speaker to use the microphone or face them
When to use this goal
For students who are deaf or hard of hearing, or who otherwise need listening access, and who do not yet ask teachers, substitutes, or presenters to use the remote microphone, face them, or move closer. This is self-advocacy for access. Base the choice on observation across classes.
- Baseline
- Across a week, record the first 5 times access was missing (microphone off, speaker turned away) and what the student did. Ask the student what stops them from asking; embarrassment and not wanting to interrupt are common and shape the plan.
- Tips
- Each missing-access moment is one opportunity, scored correct when the student asks with a taught phrase before the activity moves on. Role-play with the SLP first, including with substitutes. A printed card is a reasonable first step for young students. Every adult in the building should respond positively; brief them.
- Limits
- Opportunities depend on adults forgetting, which is uneven. Younger students may rely on the card rather than speaking; that is still access. The template does not diagnose and does not replace the accommodations in the IEP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-020.
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Goal
By the annual IEP review date, when a teacher, substitute, or presenter begins speaking without the remote microphone or while facing away, the student will ask the speaker to use the microphone, face them, or move closer, using a taught phrase independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal388 characters
- By the annual IEP review date, when a teacher, substitute, or presenter begins speaking without the remote microphone or while facing away, the student will ask the speaker to use the microphone, face them, or move closer, using a taught phrase independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a teacher, substitute, or presenter begins speaking without the remote microphone or while facing away
- Behavior
- The student will ask the speaker to use the microphone, face them, or move closer, using a taught phrase independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a teacher, substitute, or presenter begins speaking without the remote microphone or while facing away, the student will ask the speaker to use the microphone, face them, or move closer, using a taught phrase independently in at least 4 of 5 opportunities, across 3 consecutive data collection weeks, as measured by direct observation collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.