Hearing Technology Self-Management IEP goals for kindergarten to grade 2
10 of the hearing technology self-management 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.
10 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.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Tell an adult a hearing device is off
Reporting a device that is off
By the annual IEP review date, when a hearing aid or processor falls off, stops working, or is switched off during the preschool day, the student will tell or show an adult that the device is off, using words, a sign, a gesture, or a picture card independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected daily and reviewed weekly.
Put on hearing aids or a processor
Putting devices on
By the annual IEP review date, at arrival or after nap, with the device and its case at the child's spot, the student will take the device from the case, place it on the correct ear, and seat the earmold or coil, performing at least 5 of 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected daily during arrival.
Respond to Ling sounds in the morning check
Daily listening check
By the annual IEP review date, during the daily device check, given each Ling sound spoken at a normal voice level at about 3 feet with the speaker's mouth covered, the student will show they heard each sound with a play response (such as dropping a block in a bucket) or by repeating it independently in at least 6 of 7 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the device check.
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.
In kindergarten through grade 2, hearing technology self-management 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
How are hearing technology self-management 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.
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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.