Hearing Technology Self-Management IEP goals for grades 3 to 5
16 of the hearing technology self-management 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.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Store devices in a drying kit
Device storage
By the annual IEP review date, at dismissal or before swim or water play, with the device case and drying kit in the student's bag, the student will take off the device, open the battery door or turn it off, and place it in the drying kit, performing all 5 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily at dismissal.
Test and change a hearing aid battery
Changing batteries
By the annual IEP review date, during the morning device check, with a battery tester and spare batteries, the student will test the battery, and if it is low, take out the old one, add a new one with the correct side up, and close the door, performing all 7 steps independently, on 4 of 5 consecutive checks, as measured by a task-analysis checklist collected daily during the device check.
Remind the teacher to turn on the microphone
Remote microphone use
By the annual IEP review date, at the start of a lesson when the teacher begins talking without the remote microphone on, the student will tell or sign to the teacher that the microphone is off or not being worn independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.
Name what is wrong with a hearing device
Naming device problems
By the annual IEP review date, given a practice device or pictures showing common problems (dead battery, whistling, earmold blocked, cable loose, device off), the student will name or sign the problem (such as dead battery, whistling, or no sound) and the part involved independently with at least 80% accuracy on device problems named correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Ask for a repeat when something was missed
Requesting repetition
By the annual IEP review date, during whole-group and small-group lessons when the student misses a direction or a question, the student will ask the speaker to repeat or say it another way, in speech or sign independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Take devices off for water and rough play
Protecting devices
By the annual IEP review date, before swimming, water play, sprinklers, or a rainy-day outdoor activity, the student will take off the device or put on the protective band and store the device in the case before starting independently in 4 of 4 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly.
Grades 3 to 5 hearing technology self-management 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:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
Frequently asked questions
What changes in hearing technology self-management 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.