Read fingerspelled words
When to use this goal
For signing students learning to read fingerspelling, which is used for names, places, and English words without a common sign. Present levels in the manual alphabet and in print reading decide fit.
- Baseline
- Fingerspell 15 known words at a steady pace and record correct responses. Keep the pace the same for each probe.
- Tips
- Fluent readers of fingerspelling see the word shape, not each letter. Practice with real names and words from class.
- Limits
- Speed matters a lot; slow probes overestimate real-world reading. 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-007.
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Goal
By the annual IEP review date, given short familiar words fingerspelled at a slow, steady pace by a signing adult, the student will write, point to in print, or sign the word that was fingerspelled independently with at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy 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
- 35% accuracy.
- Annual goal369 characters
- By the annual IEP review date, given short familiar words fingerspelled at a slow, steady pace by a signing adult, the student will write, point to in print, or sign the word that was fingerspelled independently with at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given short familiar words fingerspelled at a slow, steady pace by a signing adult
- Behavior
- The student will write, point to in print, or sign the word that was fingerspelled independently
- Criteria
- With at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on fingerspelled words read
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given short familiar words fingerspelled at a slow, steady pace by a signing adult, the student will write, point to in print, or sign the word that was fingerspelled independently with at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.