Auditory Skills (Deaf & Hard of Hearing) IEP goals for kindergarten to grade 2
18 of the auditory skills (Deaf & hard of hearing) templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
18 templates · 1 skill · K–2 · 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
Turn toward own name spoken from behind
Detection: own name
By the annual IEP review date, when an adult says the student's name at a normal voice level from behind, during quiet play, the student will turn toward the speaker or respond by voice or sign after their name is called independently within 3 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during play.
Tell long sounds from short sounds
Discrimination: duration and pattern
By the annual IEP review date, given pairs of sounds that differ in length or pattern (such as a long ahhh versus short bop bop bop) with the speaker's mouth covered, and two toys or pictures that stand for them, the student will choose the toy or picture that matches the sound pattern heard independently with at least 85% accuracy on sound patterns matched, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.
Point to where a sound came from
Locating sound
By the annual IEP review date, given a sound played from one of two or three places around the child (such as left, right, or behind), out of view, the student will turn toward or point to the place the sound came from independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Start and stop moving with the music
Detection: sound onset and offset
By the annual IEP review date, during a freeze-dance or musical game, when the music stops and starts without visual cues, the student will stop moving when the music stops and start again when it starts independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by direct observation collected twice weekly.
Tell apart words with different syllable counts
Discrimination: syllable number
By the annual IEP review date, given 3 pictures of words with one, two, and three syllables, with the speaker's mouth covered, the student will point to the picture of the word heard independently with at least 85% accuracy on words chosen correctly, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Point to pictures named in a shared book
Identification during shared reading
By the annual IEP review date, during shared book reading, when the adult names a picture on the page without pointing or signing, the student will point to the picture the adult named independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
In kindergarten through grade 2, auditory skills (Deaf & hard of hearing) goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 12 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
Frequently asked questions
How are auditory skills (Deaf & hard of hearing) goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
IEP Atlas Pro
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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.