Pair a sign with a spoken word
When to use this goal
For young children with motor planning needs who are learning words slowly and need a way to be understood now. Present levels and family preference decide fit. Signs paired with speech often support the spoken attempt and never block it.
- Baseline
- Set up 10 moments for the target words across snack and play and record sign alone, word attempt alone, both together, or neither, with the cue level.
- Tips
- Count the opportunity when the sign and a spoken attempt happen together; a sign alone is recorded but scored as the earlier step. Every adult and the family should use the same signs. Accept approximated sign shapes.
- Limits
- Signs need trained partners to be useful; plan for this at home and school. The goal does not measure spoken accuracy. For children who need more words than signs allow, consider an AAC system.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-ms-005.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during snack and play routines with 8 to 10 target words that have a taught sign (such as more, eat, help, all done, play), the student will use the taught sign together with a spoken attempt at the word to request or comment independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
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 Motor Speech (Apraxia & Dysarthria).
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 - Motor Speech (Apraxia & Dysarthria)
- Baseline
- 2 of 10 opportunities.
- Annual goal411 characters
- By the annual IEP review date, during snack and play routines with 8 to 10 target words that have a taught sign (such as more, eat, help, all done, play), the student will use the taught sign together with a spoken attempt at the word to request or comment independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During snack and play routines with 8 to 10 target words that have a taught sign (such as more, eat, help, all done, play)
- Behavior
- The student will use the taught sign together with a spoken attempt at the word to request or comment independently
- Criteria
- In at least 7 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 3 times per week
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 7 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- 3 times per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack and play routines with 8 to 10 target words that have a taught sign (such as more, eat, help, all done, play), the student will use the taught sign together with a spoken attempt at the word to request or comment independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 3 times per week.
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.