DHH IEP goal bank
90 templates across 3 skills in vision, hearing & assistive technology. Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
90 templates · 3 skills · Pre-K, 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.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
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.
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.
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.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
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.
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.
This goal bank for teachers of the deaf and hard of hearing covers auditory skills, hearing technology self-management, sign language and visual communication, self-advocacy, and language goals in the student's communication mode. ASL is treated as a full language, with sign as the mode for language goals.
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 40 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 12 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 31 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
What goals do teachers of the deaf usually write?
Hearing technology checks, self-advocacy for access, auditory skills, and language goals in the student's mode are common. Many also support reading and writing when language access has affected them.
Should language goals for a signing student be written in sign?
Yes. A signing student's expressive and receptive language goals use sign as the mode and are scored by a fluent signer. The IEP team must consider the student's language and communication needs (34 CFR 300.324(a)(2)(iv)).
How are hearing technology goals measured?
With a task analysis of the daily check and troubleshooting steps, and opportunities for handing off a remote microphone or reporting a problem. Daily checks give quick, frequent data.
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.