Use signs for basic needs such as help, more, and all done
When to use this goal
For students whose team has chosen sign (alone or alongside speech or a device) for a small set of high-need words. Base the choice on the student's motor ability to form signs and the family's preference. Approximations count when the team agrees on what counts.
- Baseline
- Set up 10 opportunities for each of the target signs and record whether the student signs, uses another method, or shows the need another way. Define each acceptable approximation in writing so all adults score the same. Check hand use with the OT if signs are hard to form.
- Tips
- Each need moment is one opportunity. Score independent when the sign (or agreed approximation) occurs without a model or physical prompt in that moment. Honor every sign right away. Keep the set small (3 to 5 signs) and teach them across the day, not only in therapy. Share a photo card of the signs with the family and all staff.
- Limits
- Signs only work with partners who know them, which limits community use; many teams pair sign with a device or pictures. Fine motor needs can limit sign clarity. The template does not decide which system is best.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during snack, play, or work when a need arises (wanting more, needing help, wanting to stop), the student will produce the sign for the need (such as help, more, all done, eat, drink) at the moment the need arises independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Baseline: 2 of 10 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. Opportunity (trial) recording 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 AAC & Augmentative 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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal421 characters
- By the annual IEP review date, during snack, play, or work when a need arises (wanting more, needing help, wanting to stop), the student will produce the sign for the need (such as help, more, all done, eat, drink) at the moment the need arises independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
- Timeframe
- By the annual IEP review date
- Condition
- During snack, play, or work when a need arises (wanting more, needing help, wanting to stop)
- Behavior
- The student will produce the sign for the need (such as help, more, all done, eat, drink) at the moment the need arises independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack or 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack or play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack, play, or work when a need arises (wanting more, needing help, wanting to stop), the student will produce the sign for the need (such as help, more, all done, eat, drink) at the moment the need arises independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.