Talk with professionals through an interpreter
When to use this goal
For students 16 to 21 who will use interpreters (in person or video remote) at medical visits, job sites, and community services. Present levels in self-advocacy and in signed conversation decide fit.
- Baseline
- Observe mock visits and record whether the student asked their own questions and confirmed the key information.
- Tips
- Teach the student what to do when video remote interpreting fails or the interpreter is not a good match; they may ask for another.
- 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-024.
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Goal
By the annual IEP review date, during a real or mock appointment, interview, or service visit with an interpreter, in person or by video remote interpreting, the student will communicate directly with the other person, ask questions, and ask for clarification when needed independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected monthly.
Baseline: 1 of 4 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 4 opportunities.
- Annual goal410 characters
- By the annual IEP review date, during a real or mock appointment, interview, or service visit with an interpreter, in person or by video remote interpreting, the student will communicate directly with the other person, ask questions, and ask for clarification when needed independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a real or mock appointment, interview, or service visit with an interpreter, in person or by video remote interpreting
- Behavior
- The student will communicate directly with the other person, ask questions, and ask for clarification when needed independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive grading periods
- Evaluation method
- Direct observation
- Schedule
- Monthly
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 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive grading periods
- Collection schedule:
- monthly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a real or mock appointment, interview, or service visit with an interpreter, in person or by video remote interpreting, the student will communicate directly with the other person, ask questions, and ask for clarification when needed independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.