IEP Goal Bank

Hearing Loss Edition

Benchmarks:
A. The student will use a visual/auditory (look/listen) approach to gain information during
instructional times, including pivoting toward speaker for ____ duration

B. The student will recognize ____ number non-verbal gestures that cue attention to instruction.

C. The student will use listening and speech-reading skills by attending to the teacher's facial
features and gestures for ____ duration.

D. The student will record ____ number key words or phrases to help with summarizing information
presented verbally.

Goal 2:
During instructional time, the student will identify conditions which interfere with his/her hearing or
understanding classroom instruction and identify when or where each condition exists.

Benchmarks:
A. The student will alert the classroom teacher by raising his/her hand or by a pre-arranged signal
when his/her assistive listening device (e.g., hearing aid, FM system, cochlear implant) is not
working properly.

B. The student will alert the classroom teacher by raising his/her hand or by a pre-arranged signal
when there is extraneous background noise which interferes with his/her ability to hear or
understand.

C. The student will alert the classroom teacher by raising his/her hand or by a pre-arranged signal
when environmental factors interfere with his/her speech-reading ability (e.g., lighting, glare).

Goal 3:
After each instructional lesson, the student will obtain a copy of class notes from a peer, note-taker or
teacher and demonstrate that he/she has read the notes by highlighting or underlining key ideas and
details.

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COMPENSATION SKILLS 4 goals
Benchmarks:

A. After each instructional lesson, the student will obtain a copy of class notes from peer, note-taker
or teacher.

B. The student will read the notes obtained from a peer, note-taker or teacher and highlight or
underline key ideas and details.

C. The student will compare his/her notes to the notes obtained from a peer, note-taker or teacher
and identify missing components.

D. The student will integrate his/her notes with notes obtained from a peer, note-taker or teacher.

Goal 4:

The student will use strategies (e.g., preview vocabulary, identify key ideas and details, research
topics) to prepare for classroom instruction in order to actively participate in class discussions.

Benchmarks:

A. The student will preview ____ number content vocabulary words.

B. The student will recognize and real aloud ____ number pre-taught vocabulary words from an
upcoming assignment.

C. The student will read and define :number new words by identifying and utilizing context clues in
a surrounding paragraph.

D. The student will identify key ideas and details prior to classroom discussion.

E. The student will research relevant topics prior to classroom discussion.

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AWARENESS OF HEARING LOSS 7 goals
Goal 1:
The student will read and interpret his/her own audiogram and identify the type and cause of hearing
loss (e.g., severe, sensorineural).

Benchmarks:
A. The student will understand vocabulary related to an audiogram (e.g., frequency, pitch, intensity).

B. The student will read and interpret his/her own audiogram including identifying the degree of loss
and frequencies affected.

C. The student will understand vocabulary related to his/her hearing loss (e.g., severe, moderate,
conductive).

D. The student will identify the type and cause of his/her hearing loss (e.g., congenital, conductive,
illness).

E. The student will identify the parts of the ear and the function they serve.

Goal 2:
The student will use and care for his/her personally owned assistive hearing device (e.g., hearing aid,
cochlear implant) by completing daily routine checks.

Benchmarks:
A. The student will demonstrate the ability to turn on/off his/her hearing aid and adjust the volume
to the appropriate setting.

B. The student will identify and explain the function of each part of his/her assistive hearing device
( e.g., hearing aid, cochlear implant)

C. The student will check the battery of his/her assistive hearing device (e.g., hearing aid, cochlear
implant) daily.

D. The student will independently replace the battery of his/her assistive hearing device (e.g.,
hearing aid, cochlear implant) when needed.

E. The student will identify when his/her ear mold(s) require cleaning and clean them properly.

F. The student will use his/her assistive hearing device (e.g., hearing aid, cochlear implant) in all
instructional settings and turn it off when not in use.

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Goal 3:

The student will utilize and care for his/her FM system throughout the school day by completing daily
routine checks.

Benchmarks:

A. The student will demonstrate the ability to turn on/off his/her FM system and adjust the volume to
the appropriate setting.

B. The student will identify and explain the function of each of the parts of his/her FM device (e.g.,
microphone, receiver).

C. The student will plug in his/her FM system daily for recharging.

D. The student will provide his/her FM system to each teacher when changing from one classroom to
another.

E. The student will use and care for his/her FM amplification system on a daily basis, including use
of microphone, receivers and appropriate settings (e.g., FM/HA, zoom setting).

Goal 4:

The student will identify common problems associated with his/her assistive hearing device (e.g.,
hearing aid, FM system, cochlear implant) and troubleshoot when the problems occur.

Benchmarks:

A. The student will identify when his/her assistive hearing device is not working properly.

B. The student will identify common problems (e.g., dead battery, blocked tubing, incorrect channel
frequencies) associated with his/her assistive hearing device.

C. The student will attempt to remedy common problems (e.g., dead battery, blocked tubing,
incorrect channel frequencies) associated with his/her assistive hearing device by consulting with
the hearing teacher or audiologist.

D. The student will attempt to remedy common problems (e.g., dead battery, blocked tubing,
incorrect channel frequencies) associated with his/her hearing aid independently (e.g., replace
battery, remove wax, reset channel).

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AWARENESS OF HEARING LOSS 7 goals
Goal 5:
The student will demonstrate self-advocacy skills by meeting with teachers and reviewing :his
program modifications, supplementary aids and services, and/or assistive technology devices (e.g.,
hearing aid, FM system, cochlear implant) indicated on :his IEP.

Benchmarks:
A. The student will identify his/her program modifications, supplementary aids and services, and/or
assistive technology devices (e.g., hearing aid, FM system, cochlear implant) indicated on :his IEP.

B. The student will alert the appropriate school personnel when his/her program modifications,
supplementary aids and services, and/or assistive technology devices (e.g., hearing aid, FM
system or cochlear implant) are not present or functioning properly.

C. The student will identify when it would be best to advocate for him/herself and express his/her
needs and concerns.

D. The student will arrange for special accommodations for tests.

E. The student will request preferential seating in his/her classroom.

F. The student will request his/her teachers or other presenters utilize his/her FM system.

G. The student will request closed captioning.

H. The student will identify when an interpreter is not present and is needed.

Goal 6:
The student will identify and use appropriate communication systems and technology available to
hearing impaired individuals (e.g., text pagers, relay service, video relay service, closed captions).

Benchmarks:
A. The student will identify and follow the steps necessary to access and use the relay/video relay
service with ____ number of exchanges.

B. The student will activate and use closed caption devices.

C. The student will identify and use various types of visual alerting systems (e.g., fire alarm,
doorbell signaler).

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AWARENESS OF HEARING LOSS 7 goals
Goal 7:

The student will name and describe various organizations which provide resources and technology for
deaf and/or hard of hearing individuals (e.g. interpreter services, vocational agencies, associations for
the deaf and/or hard of hearing).

Benchmarks:

A. The student will identify local agencies and contact numbers for interpreting services.

B. The student will identify local vocational agencies and list and describe their services.

C. The student will research available colleges that provide services for deaf and/or hard of
hearing individuals.

D. The student will identify and research local and national associations for deaf and hard of
hearing individuals (SHHH, NAD, A.G. Bell).

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AUDITORY SKILLS 11 goals
Goal 1:
The student will demonstrate an awareness and recognition of auditory stimuli by identifying
environmental & verbal sounds, phrases and sentences in different types of listening environments
(classroom, small group setting, lunchroom), with varying levels of noise, (quiet, normal, noisy).

Benchmarks:
A. The student will locate and match environmental sounds to their source in different types of
environments (e.g., classroom, small group setting, lunchroom).

B. The student will locate and match environmental sounds to their source in environments with a
variety of noise levels (e.g., quiet, normal, noisy).

C. The student will locate and match verbal sounds to their source in different types of environments
(e.g., classroom, small group setting, lunchroom).

D. The student will locate and match verbal sounds to their source in environments with a variety of
noise levels (e.g., quiet, normal, noisy).

Goal 2:
The student will demonstrate the ability to discriminate words on the basis of segmental features
(e.g. vowels, syllables, rhyming words).

Benchmarks:
A. The student will identify or discriminate between consonants in the initial, medial, and/or final
positions of words.

B. The student will identify or differentiate vowel sounds in single words or word pairs.

C. The student will identify or differentiate between consonant blends in the initial and/or final
positions of words.

D. The student will identify the number of syllables in a given word.

E. The student will identify and/or differentiate rhyming words.

F. The student will identify the presence or absence of a specific phoneme in the initial, medial
and/or final position of a word.

G. The student will be able to correct phonemic errors in orally presented sentences (e.g. It's time
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AUDITORY SKILLS 11 goals
Goal 3:
The student will discriminate speech on the basis of segmental features by identifying or producing
target sounds in a series of orally presented words.

Benchmarks:
A. The student will isolate and state the correct position (e.g. initial, medial, final) of ____ number
orally presented words when given the target sound (e.g. Where is the "m" sound heard: lamb,
Mary?).

B. The student will identify the correct phoneme when given the location (e.g. initial, medial, final) of
____ number orally presented words (e.g. What sound is at the beginning of the word ‘line’?).

C. The student will identify ____ number similar sounds and their location when presented with a
series of three or four orally presented words (e.g. What is the same in the following words - snail,
snake, snore?).

D. The student will produce ____ number rhyming words when given an orally presented
monosyllabic word (e.g. Tell me a word that rhymes with rat.).

E. The student will isolate and identify ____ number words which differ in rhyme from a series of four
orally presented words (e.g. Which doesn't rhyme -bat, run, fat, sat?).

F. The student will produce ____ number new words by substituting a given sound in the initial,
medial, or final position of an orally presented word (e.g. Ending sound - Put the 'p' sound at the
end of the word 'mat'.).

G. The student will identify ____ number words when presented with their segmented parts (e.g. b -
a - t = bat).

Goal 4:
The student will discriminate speech on the basis of supra-segmental features including loudness,
pitch and duration

Benchmarks:
A. The student will discriminate between long and short sounds through imitation, labeling and /or
gesture.

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AUDITORY SKILLS 11 goals
Benchmarks:

A. The student will discriminate and/or imitate the loudness of a sound (e.g. whisper, soft, normal,
loud).

B. The student will discriminate and/or imitate the pitch of a sound (low, medium, high).

C. The student will discriminate differences in rhythm by correctly imitating differences in rhythm
patterns.

D. The student will produce patterns varying in duration, intensity and/or pitch when directed.

E. The student will respond to the speaker's pitch, volume and/or inflection through imitation.

Goal 5:

The student will monitor his/her own verbal communications.

Benchmarks:

A. The student will monitor and self-correct errors in inflection while reading aloud or participating
in a verbal conversation.

B. The student will monitor and self-correct errors in pitch while reading aloud or participating in a
verbal conversation.

C. The student will monitor and self-correct errors in volume while reading aloud or participating in a
verbal conversation.

D. The student will monitor and self-correct errors in pronunciation while reading aloud or
participating in a verbal conversation.

E. The student will modify his/her own voice volume to be heard at various distances and in various
listening environments (e.g., quiet and noisy settings).

Goal 6:

During instructional time, the student will attend to the speaker for a ____ duration listening passage
and answer ____ number related questions presented with or without visual cues.

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AUDITORY SKILLS 11 goals
Benchmarks:
A. The student will attend to the speaker for a ____ duration listening passage with or without visual
cues.

B. The student will select from a group of ____ number pictures the one that corresponds to an
orally presented passage.

C. The student will answer ____ number of questions related to a listening passage presented with or
without visual cues.

D. The student will recall and/or summarize ____ number key ideas or details from a listening
passage with or without visual cues.

E. The student will ask ____ number clarifying questions based on the information in a listening
passage with or without visual cues.

F. The student will answer ____ number questions related to a listening passage in the presence of
background noise.

Goal 7:
The student will follow and complete a series of verbal instructions or directives.

Benchmarks:
A. The student will identify action words in orally presented directions.

B. The student will identify key words in orally presented directions.

C. The student will identify each step in a series of ____ number step oral directions.

D. The student will paraphrase orally presented directions with ____ number key elements.

E. The student will identify missing information in oral directions that inhibit his/her ability to
complete the task.

F. The student will manipulate objects in response to :number step oral directions.

G. The student will follow ____ number step verbal directions in any given order.

H. The student will follow ____ number step verbal directions in sequential order.

I. The student will follow ____ number step directions in the presence of background noise
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AUDITORY SKILLS 11 goals
Goal 8:

The student will identify and summarize key ideas and details based on a ____ duration orally
presented passage from a grade level literature text and/or a content area textbook.

Benchmarks:

A. The student will take notes incorporating key ideas and details based on a ____ duration orally
presented passage from a grade level literature text and/or a content area textbook.

B. The student will summarize key ideas and details from notes taken while listening to a ____
duration orally presented passage from a grade level literature text and/or a content area text
book.

C. The student will complete a study guide or graphic organizer based on a ____ duration orally
presented passage from a grade level literature text and/or a content area text book.

D. During ____ duration instructional period, the student will recall, rephrase or paraphrase in correct
sequence, the information presented by the speaker.

E. The student will attend to a ____ duration spoken message with visual cues.

F. The student will attend to a ____ duration spoken message without visual cues (e.g.,
announcement).

G. The student will recall and state ____ number words in a spoken message.

H. The student will recall and state ____ number key phrases or details in a spoken message.

I. The student will recall, rephrase or paraphrase ____ number key ideas and details presented in a
spoken message.

J. The student will sequence ____ number key ideas and details presented in a spoken message.

K. The student will recall and state ____ number key words or details presented in a spoken message
with competing background noise present.

Goal 9:

During instructional periods, the student will state the main idea of the lesson using visual support
(e.g., graphic organizer, summative notes, outline) when needed.

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AUDITORY SKILLS 11 goals
Benchmarks:
A. The student will verbally re-state the main idea of a lesson with visual support (e.g., graphic
organizer, summative notes, outline).

B. The student will verbally restate the main idea of a lesson.

C. The student will write a summary of the main idea of a lesson with visual support (e.g., graphic
organizer, summative notes, outline).

Goal 10:
The student will demonstrate comprehension of an orally presented story by recalling details,
answering questions or identifying picture clues.

Benchmarks:
A. The student will select ____ number corresponding pictures to demonstrate comprehension of an
orally presented story.

B. The student will complete a cloze passage based on an orally presented story.

C. The student will answer ____ number "wh" questions based on an orally presented story.

D. The student will answer ____ number questions, other than "wh", to indicate comprehension of an
orally presented story.

E. The student will recall ____ number details from an orally presented story with pictures clues.

F. The student will recall ____ number details from an orally presented story without picture clues.

G. The student will answer ____ number questions about an orally presented story in the presence
of competing background noise.

Goal 11:
After listening to a short story or passage from an informational text, the student will use critical
listening skills to identify, explain and/or define a variety of reading related skills (e.g. inferences,
figurative language, cause-effect).

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AUDITORY SKILLS 11 goals
Benchmarks:
A. The student will identify ____ number statements as fact or opinion contained in a short story or
listening passage.

B. The student will compare and contrast ____ number ideas contained in a short story or listening
passage.

C. The student will identify the correct usage of ____ number multiple meaning words used in a short
story or listening passage.

D. The student will restate in spoken or written English ____ number idiomatic expressions contained
in a short story or listening passage.

E. The student will identify and explain ____ number cause and effect relationships contained in a
short story or listening passage.

F. The student will locate and explain ____ number examples of figurative language (e.g., metaphor,
simile, imagery, alliteration) used in a short story or listening passage.

G. The student will draw ____ number logical inferences based on select excerpts from a short story
or listening passage.

H. The student will draw a logical conclusion, verbally or in writing, based on a short story or
listening passage.

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SIGN LANGUAGE GOALS 7 goals
Goal 1:

The student will correctly identify and use sign language to communicate basic wants and needs in a
variety of settings.

Benchmarks:

A. The student will visually attend to the signer's hands, face, lips and gestures for ____ duration.

B. The student will identify and use ____ number signs to communicate basic wants and needs
related to the home setting.

C. The student will identify and use ____ number signs to communicate basic wants and needs
related to the school setting.

D. The student will identify and use ____ number signs to communicate basic wants and needs
related to an emergency situation.

Goal 2:

The student will correctly identify and use ____ number signs for familiar words and phrases.

Benchmarks:

A. The student will identify and state basic facts based on personal information (e.g., name, date of
birth, address, phone number, grade, school) through the use of sign language.

B. The student will identify and state the names and relationships of family members through the use
of sign language.

C. The student will identify and state ____ number body parts through the use of sign language.

D. The student will identify and state ____ number emotions of self and others through the use of
sign language.

E. The student will respond to simple commands, directions and/or expressions used throughout the
school day.

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SIGN LANGUAGE GOALS 7 goals
Goal 3:
The student will sign the answers to ____ number questions presented in sign.

Benchmarks:
A. The student will correctly answer ____ number "what" questions through the use of sign
language.

B. The student will correctly answer ____ number "when" questions through the use of sign
language.

C. The student will correctly answer ____ number "where" questions through the use of sign
language.

D. The student will correctly answer ____ number "who" questions through the use of sign language.

E. The student will correctly answer ____ number "why" questions through the use of sign language.

F. The student will correctly answer ____ number "how" questions through the use of sign language.

Goal 4:
The student will use and identify ____ number simple objects or actions to describe and/or categorize
using sign language.

Benchmarks:
A. The student will identify and use ____ number nouns related to a specific category or grade level
through the use of sign language.

B. The student will identify and use ____ number verbs related to a specific category or grade level
through the use of sign language.

C. The student will identify and use words to describe and/or categorize objects through the use of
sign language.

D. The student will identify and use words to describe and/or categorize actions through the use of
sign language.

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SIGN LANGUAGE GOALS 7 goals
Goal 5:
The student will use finger spelling to convey words which have no corresponding sign

Benchmarks:
A. The student will identify the correct hand shape for each letter of the signed alphabet.

B. The student will accurately identify CVC and CCVC finger-spelled words.

C. The student will use finger-spelling to spell peoples' names.

D. The student will use finger-spelling to convey common nouns, verbs and/or language concepts
commensurate with his/her grade level.

E. The student will use finger spelling to incorporate words embedded in phrases or sentences.

Goal 6:
The student will utilize sign language to initiate, engage and maintain conversation with familiar
people.

Benchmarks:
A. The student will identify and use sign language associated with greetings and salutations.

B. The student will identify and use sign language during conversational exchanges.

C. The student will identify and use sign language to introduce, maintain, change or terminate a
conversation.

Goal 7:
The student will learn ____ number new signs to incorporate into his/her vocabulary related to his/her
content area subjects (e.g., science, social studies)

Benchmarks:
A. The student will learn ____ number new signs for unfamiliar vocabulary/concepts presented in his/
her English/Social Studies/Science/Math class.

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