IEP goals for Deaf or Hard of Hearing

• PK, K-2Opportunities

  Get a person's attention the visual way

  Getting attention visually

  By the annual IEP review date, during play and routines, when the child wants to tell an adult or peer something, the student will get the partner's attention by tapping their shoulder or arm, waving in view, or tapping the table, then wait for them to turn before signing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during play.

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• PK, K-2Percent accuracy

  Sign the names of familiar objects and actions

  Early sign vocabulary

  By the annual IEP review date, given pictures or real objects of familiar items and actions from daily routines, the student will sign the name of the object or action independently with at least 80% accuracy on target signs produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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See all 25 sign language & visual communication goals

• PK, K-2Percent accuracy

  Follow a one- or two-step direction given once to the whole group

  Group directions given once

  By the annual IEP review date, given 10 one- or two-step directions spoken once to the whole class during routines (such as "Put your folder in the bin and sit on the rug"), the student will independently carry out the direction within 10 seconds without it being repeated individually with at least 80% accuracy on group directions, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly.

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• 3-5, 6-8Percent accuracy

  Follow three- and four-step oral directions given once

  Three- and four-step oral directions

  By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.

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See all 40 listening comprehension & auditory processing goals

• PK, K-2Opportunities

  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.

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• PK, K-2Task-analysis steps

  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.

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See all 30 hearing technology self-management goals

• PKOpportunities

  Show a response to everyday sounds

  Detection: environmental sounds

  By the annual IEP review date, during play and routines, when an everyday sound happens (such as a knock, a drum, a dog bark, or running water) out of the child's view, the student will show they heard the sound by stopping, turning, pointing to their ear, or saying or signing that they heard it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.

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• PKPercent accuracy

  Detect speech sounds with a play response

  Detection: speech sounds

  By the annual IEP review date, given speech sounds (such as m, oo, ee, ah, sh, s) spoken at a normal voice level at 3 feet with the speaker's mouth covered, mixed with silent turns, the student will make the play response (such as putting a peg in a board) each time a sound is spoken and wait when there is no sound independently with at least 90% accuracy on sound and no-sound trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session with the teacher of the deaf.

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See all 35 auditory skills (Deaf & hard of hearing) goals

• PK, K-2Percent accuracy

  Use is or are with -ing to describe actions

  Present progressive (is/are + verb-ing)

  By the annual IEP review date, given 10 action pictures and asked "What is he/she doing?" or "What are they doing?", the student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently with at least 80% accuracy on obligatory contexts for present progressive, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2Percent accuracy

  Mark regular plurals with -s or -es

  Regular plural -s and -es

  By the annual IEP review date, given 10 picture pairs showing one item and several items and asked "What are these?", the student will name the group with the plural ending -s or -es (such as "cats," "buses") independently with at least 85% accuracy on obligatory contexts for regular plurals, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 50 grammar, syntax & morphology goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Request a change to the environment when a barrier is present

  Requesting environmental or sensory adjustments

  By the annual IEP review date, when an environmental barrier is present during instruction (such as loud noise, glare, crowded seating, an obstructed view of the board), the student will request a specific environmental change (such as move seats, use noise-reducing headphones, dim a light, move closer to the board) independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly during the settings where barriers most often occur.

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• 6-8, 9-12Opportunities

  Explain a needed support to an unfamiliar adult

  Explaining supports to an unfamiliar adult

  By the annual IEP review date, when working with a substitute teacher, new staff member, or other unfamiliar adult, the student will tell the adult one support they use and how the adult can provide it (such as "I use a calculator for word problems. Could you get me one?") independently in at least 3 of 4 opportunities, across 2 consecutive monthly probe sets, as measured by opportunity-by-opportunity data collected monthly through planned probes plus any naturally occurring opportunities.

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See all 50 self-advocacy goals

• PK, K-2Opportunities

  Name familiar objects and family members

  Labeling familiar objects and people

  By the annual IEP review date, given 10 familiar real objects or family photos shown one at a time with "What's this?" or "Who's that?", the student will name the object or person with a word, a consistent approximation, a sign, or a device selection independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.

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• PK, K-2Opportunities

  Find a familiar object when it is named

  Responding to familiar words

  By the annual IEP review date, given 2 familiar objects on the table and the partner naming one ("Where's the cup?") without pointing, the student will touch, point to, pick up, or give the named object independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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See all 35 early communication goals

• PK, K-2Percent accuracy

  Follow directions that contain basic concepts

  Directions with basic concepts

  By the annual IEP review date, given 10 oral directions of up to three steps containing basic concepts (such as under, behind, between, first, last, same, different) using familiar objects, the student will follow each direction by carrying out every step correctly and in the stated order independently with at least 80% accuracy on directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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• PK, K-2, 3-5Percent accuracy

  Answer wh- questions about a passage read aloud

  Answering wh- questions about a heard passage

  By the annual IEP review date, after listening to a short passage or story read aloud at their listening comprehension level, the student will answer wh- questions about the passage aloud, in writing, or by pointing to a picture choice independently with at least 80% accuracy on questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.

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See all 55 receptive language goals