Hearing Technology Self-Management IEP goals for high school (grades 9 to 12)
14 of the hearing technology self-management templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
14 templates · 1 skill · 9–12 · 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
Choose a seat that helps listening
Requesting listening seating
By the annual IEP review date, when choosing a seat in class, group work, assemblies, or the cafeteria, the student will choose or ask for a seat away from noise sources, near the speaker, with their stronger ear toward the speaker independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Explain the parts of own audiogram
Reading own audiogram
By the annual IEP review date, given a copy of their own audiogram and a set of questions from the teacher of the deaf, the student will find pitch and loudness on the audiogram, mark their own results, and tell which speech sounds are hard to hear independently with at least 80% accuracy on audiogram questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Explain own hearing and devices to a teacher
Explaining own hearing
By the annual IEP review date, at the start of a term with each new teacher, in person or in an email, the student will explain their hearing in their own words, what their devices do and do not do, and what helps in class without notes, earning a score of at least 7 out of 8 on a 4-row hearing self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly and at each term start.
Connect hearing devices to a laptop or phone
Streaming and pairing
By the annual IEP review date, at the start of an online lesson or a video assignment on a school laptop, the student will pair or connect their device to the laptop or phone, set the volume, and check the sound before starting, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Set up the remote microphone for group work
Remote microphones in group work
By the annual IEP review date, at the start of small-group work or a lab, with a table or pass-around microphone, the student will place the table microphone in the middle of the group or ask the group to pass the microphone to each speaker independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Use a live caption app in conversation
Live caption apps
By the annual IEP review date, during a group conversation, club meeting, or small-group activity without an interpreter or captioner, the student will open the caption app, place the device where it picks up the speakers, and read the captions to follow and join the talk independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
High school hearing technology self-management goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
Frequently asked questions
How do hearing technology self-management goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.