Listening Comprehension & Auditory Processing IEP goals for high school (grades 9 to 12)
17 of the listening comprehension & auditory processing 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.
17 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.
Listening Comprehension & Auditory Processing Speech & Language
Paraphrase what a speaker said in their own words
Paraphrasing a speaker
By the annual IEP review date, after listening to a 2- to 4-sentence spoken explanation or message, the student will paraphrase the speaker's main point in their own words, keeping the meaning independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Ask for a repeat or clarification when a direction was not heard or understood
Asking for repetition or clarification
By the annual IEP review date, when a direction is given that the student did not hear or understand, during classroom activities (at least 5 set up by the teacher with partial information or background noise), the student will ask for the direction to be repeated or clarified (such as "Can you say that again?" or "Which page?") before starting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Answer inference questions about a passage heard aloud
Inferences from a heard passage
By the annual IEP review date, after listening to a short passage read aloud, given 10 questions that require an inference (why, what will happen next, how does the character feel), the student will answer each inference question with a conclusion supported by what was heard independently with at least 80% accuracy on inference questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Take notes from a short lecture organized by topic
Notes from a short lecture
By the annual IEP review date, after listening to a 5-minute lecture segment with two or three clear subtopics, with a note-taking template, the student will write notes that list the main topics and at least two key points under each independently, earning a score of at least 6 out of 8 on a 4-row listening notes rubric scored 0 to 2 per row, on 3 of 4 consecutive weekly probes, as measured by a defined scoring rubric collected weekly.
Identify persuasive techniques in audio and video clips
Persuasive techniques in media
By the annual IEP review date, after watching or listening to 10 short advertisement or persuasive clips, the student will name the persuasive technique used in each clip and point to the words or images that show it independently with at least 80% accuracy on persuasive techniques identified with evidence, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Ask a content question after a lesson to get what they need for the assignment
Questions to gather needed information
By the annual IEP review date, after a lesson or assignment explanation in class, when at least one needed detail was left out or unclear, the student will ask a question that gets the missing information needed to do the assignment independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
See all 40 listening comprehension & auditory processing goals
High school listening comprehension & auditory processing 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 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
How do listening comprehension & auditory processing 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
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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.