Get a person's attention the visual way
When to use this goal
For young signing children, often Deaf or hard of hearing, who start signing before a partner is watching or who pull and grab to get attention. Present levels in signed communication decide fit.
- Baseline
- Record five times the child started to communicate with a partner who was not watching and how they got attention (tap, wave, grab, or none).
- Tips
- These are the attention norms of the Deaf community; teach hearing peers and staff to respond to them. Praise the tap and respond right away.
- Limits
- ASL is a complete language; this template measures one access or language skill, and the student's broader language goals belong in expressive and receptive language with sign as the mode.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-sig-001.
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Goal
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.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Sign Language & Visual Communication.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Sign Language & Visual Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal408 characters
- 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.
- Timeframe
- By the annual IEP review date
- Condition
- During play and routines, when the child wants to tell an adult or peer something
- Behavior
- 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
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily during play
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during play
- Method:
- Direct observation
- Data collector:
Goal: 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.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.