Writing IEP goals for Deaf or Hard of Hearing
30 writing templates across 4 skills: sentence construction, capitalization, punctuation & grammar, spelling, written expression. Each opens in the builder with a matching data sheet.
30 templates · 4 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Sentence Construction Writing
Write statements, questions, commands, and exclamations on request
Sentence types (statement, question, command, exclamation)
By the annual IEP review date, given eight prompts that each name a topic and a sentence type (statement, question, command, or exclamation), the student will write a complete sentence of the named type with the matching end punctuation for each prompt independently with at least 88% accuracy on sentence prompts, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Add prepositional phrases that tell where or when
Prepositional phrases
By the annual IEP review date, given 10 short sentences and a picture for each, the student will add a prepositional phrase to each sentence that tells where or when, keeping it a complete sentence independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Choose the correct end mark for given sentences
Matching end marks to sentence types
By the annual IEP review date, given 10 sentences with no end mark, mixed statements, questions, and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write sentences with subject-verb agreement
Subject-verb agreement
By the annual IEP review date, given 10 sentences with the verb missing and two verb forms to choose from, the student will write the verb form that agrees with the subject in each sentence independently with at least 90% accuracy on subject-verb pairs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Spelling Writing
Spell plural nouns and regular past-tense verbs
Plural and past-tense endings
By the annual IEP review date, given 15 dictated unpracticed words that require -s, -es, or a change from y to i before -es, the student will spell each word with the correct ending regardless of how the ending sounds independently with at least 85% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write the letters for dictated sounds
Spelling by phoneme-grapheme mapping
By the annual IEP review date, given 20 dictated sounds from taught patterns (single consonants, short vowels, digraphs, and vowel teams), the student will write the letter or letters for each sound, including every common spelling taught for sounds with more than one spelling independently with at least 90% accuracy on dictated sounds, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Written Expression Writing
Take notes on the main idea and key details of a short lecture
Note-taking from a lecture or video
By the annual IEP review date, during a 10-minute teacher presentation or video with a stated topic, the student will write notes that record the main idea and at least four key details in words or phrases independently with at least 80% accuracy on key points in the presentation, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Record two facts from a nonfiction read-aloud
Writing in science and social studies
By the annual IEP review date, after a nonfiction read-aloud in science or social studies, given a fact sheet with two numbered lines, the student will write two facts from the book, each in a sentence that is accurate to what was read independently in at least 3 of 4 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Sentences, paragraphs, written expression, and spelling. Goals for students who are deaf or hard of hearing cover listening and spoken language, sign language, self-advocacy about access (checking equipment, asking for repetition), and language skills that hearing loss can affect. The communication mode in each goal should match the student's IEP communication plan.
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 24 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
What areas do goals for deaf or hard of hearing students usually address?
Listening and auditory skills, receptive and expressive language in the student's communication mode, vocabulary, self-advocacy about access and equipment, and sometimes reading and writing when language delays affect them.
Should self-advocacy be an IEP goal?
Often, yes. Reporting a dead battery, asking for a repeat, or choosing a seat with a clear view of the speaker are observable, countable skills, and they matter more as the student moves toward independence.
What writing measures work for students with Deaf or hard of hearing?
Rubrics with defined criteria for written expression, counts of correct writing sequences on a timed sample, percent of sentences with correct mechanics, and task-analysis steps for the writing process. Allow typing or dictation in the condition when handwriting is not the target.
Should the goal address handwriting or composition?
Measure one thing per goal. If letter formation is the barrier, use a handwriting or fine motor goal; if ideas and organization are, use a written expression goal with the output mode stated.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.