Ask the interpreter to clarify a missed sign
When to use this goal
For students who use an educational interpreter and let missed signs or fingerspelled words go by. Present levels in self-advocacy decide fit.
- Baseline
- With the interpreter, plan five moments with an unfamiliar sign or word and record whether the student asks.
- Tips
- The interpreter facilitates communication and does not teach; questions about content go to the teacher. Agree on the signal with the student.
- 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-014.
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Goal
By the annual IEP review date, during class, when they miss a sign, a fingerspelled word, or a part of the message, the student will signal the interpreter and ask for the sign again, a fingerspelling, or an explanation independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
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 goal347 characters
- By the annual IEP review date, during class, when they miss a sign, a fingerspelled word, or a part of the message, the student will signal the interpreter and ask for the sign again, a fingerspelling, or an explanation independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During class, when they miss a sign, a fingerspelled word, or a part of the message
- Behavior
- The student will signal the interpreter and ask for the sign again, a fingerspelling, or an explanation independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly
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:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during class, when they miss a sign, a fingerspelled word, or a part of the message, the student will signal the interpreter and ask for the sign again, a fingerspelling, or an explanation independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
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.