Auditory Skills (Deaf & Hard of Hearing) IEP goals for middle school (grades 6 to 8)
13 of the auditory skills (Deaf & hard of hearing) templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
13 templates · 1 skill · 6–8 · 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
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.
Repeat sentences with background noise
Listening in noise: structured
By the annual IEP review date, given unfamiliar sentences spoken at a normal level with recorded multi-talker babble playing at a set level, with the speaker's mouth covered, the student will repeat each sentence they heard independently with at least 75% accuracy on key words repeated correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Answer questions about a passage heard
Comprehension: passages
By the annual IEP review date, given a short informational passage read aloud with the reader's face hidden, followed by 5 questions, the student will answer each question about the passage in speech, sign, or writing independently with at least 80% accuracy on passage questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Take a phone message from a familiar adult
Telephone listening
By the annual IEP review date, given a short phone call from a familiar adult with a message of 2 or 3 details, using the student's phone or streaming setup, the student will write or repeat the message details heard independently with at least 80% accuracy on message details recorded, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Find who is talking in a group discussion
Locating the speaker in a group
By the annual IEP review date, during a small-group discussion of 4 to 6 students seated in a circle, the student will turn toward each new speaker soon after they start talking independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Middle school auditory skills (Deaf & hard of hearing) goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are auditory skills (Deaf & hard of hearing) goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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.