Auditory Skills (Deaf & Hard of Hearing) IEP goals for grades 3 to 5
16 of the auditory skills (Deaf & hard of hearing) templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
16 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Tell apart words that differ by one consonant
Discrimination: consonants
By the annual IEP review date, given 2 or 3 pictures of words that differ by one consonant, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on consonant contrasts, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Follow class directions heard through the microphone
Following directions in class
By the annual IEP review date, during general education lessons, when the teacher wearing the remote microphone gives a direction to the class, the student will independently start the direction without needing a peer model or a repeat in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Answer questions about a sentence heard
Comprehension: sentences
By the annual IEP review date, given a short spoken sentence and a who, what, or where question about it, with the speaker's mouth covered, the student will answer the question about the sentence in speech, sign, or by pointing independently with at least 80% accuracy on questions answered, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Repeat sentences heard in quiet
Open-set sentence repetition
By the annual IEP review date, given unfamiliar sentences of 4 to 7 words spoken at a normal level in a quiet room, with the speaker's mouth covered, the student will repeat each sentence they heard independently with at least 85% accuracy on key words repeated correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Combine speechreading and listening for words
Speechreading with listening
By the annual IEP review date, given spoken phrases with a clear view of the speaker's face in good lighting, at 3 to 6 feet, the student will repeat or write each phrase using both listening and speechreading independently with at least 85% accuracy on phrases identified, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Name everyday and warning sounds
Identification: environmental sounds
By the annual IEP review date, given recordings of everyday and warning sounds and a set of matching pictures, the student will name or point to the source of each sound independently with at least 85% accuracy on sounds identified, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Grades 3 to 5 auditory skills (Deaf & hard of hearing) goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 10 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
What changes in auditory skills (Deaf & hard of hearing) goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.