Working with an educational interpreter: student IEP goals
By the IEP Atlas editorial teamLast updated
Short answer
Educational interpreter IEP goals are goals for the student, not the interpreter. They teach a deaf or hard of hearing student to see and follow the interpreter, ask for clarification, prepare the interpreter with materials, join discussion and request interpreters in new settings. Each goal names the setting and counts observed opportunities against a baseline.
An educational interpreter gives a deaf or hard of hearing student access to what is said in class. Interpreting services are a related service under federal rules. They include sign language interpreting and transliteration, oral transliteration, cued language transliteration, transcription services such as real-time captioning, and special interpreting services for students who are deaf-blind.[1] The IEP should name the service and the language or mode, such as ASL or English-based signing.
Having an interpreter in the room does not mean the student is getting full access. A student who sits where they cannot see the interpreter, who never asks for clarification, or who talks to the interpreter instead of the teacher is missing part of the lesson. Using an interpreter well is a set of skills, and skills can be taught and measured.
That is what these goals do. They are student goals, usually written by the teacher of the deaf. The interpreter does not write IEP goals and is not responsible for the student meeting them, though they can help collect data if the team agrees. The 24 goals below are grouped into six areas. Baselines and criteria are illustrations.
Choosing the right goal
| If the student... | Area to target | Measure | Data sheet |
|---|---|---|---|
| Sits with a poor view of the interpreter or looks away often | Seeing and attending | Opportunities | Opportunity data sheet |
| Nods along when a sign or term was missed | Clarifying and repair | Opportunities | Opportunity data sheet |
| Leaves the interpreter to guess new vocabulary | Preparing the interpreter | Opportunities | Opportunity data sheet |
| Rarely speaks or signs in class discussion | Participation | Frequency per lesson | Frequency data sheet |
| Talks to the interpreter instead of the teacher, or asks them for answers | Understanding the role | Opportunities or rubric | Rubric scoring data sheet |
| Has no plan for interpreters after school or after graduation | Requesting services | Opportunities | Opportunity data sheet |
The visual communication goals page has templates for most of these. Students who use captions instead of an interpreter can use similar goals; see the hearing technology goals page.
Seeing and attending to the interpreter
The student needs a clear line of sight to the interpreter, the teacher and the board, with light on the interpreter's face and not behind them. Younger students need explicit teaching to look at the interpreter and to know when to look away at a visual.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 1 | On entering a classroom, the student will choose a seat with a clear view of the interpreter and the board on 9 of 10 observed periods. | 4 of 10 | Sit with a clear view of the interpreter |
| 2 | During a 15-minute lesson, the student will watch the interpreter during teacher talk and shift to the board when the interpreter points to it, on 8 of 10 observed shifts. | 4 of 10 | Sit with a clear view of the interpreter |
| 3 | When light from a window is behind the interpreter, the student will ask to change seats or close the blind on 3 of 4 opportunities. | 0 of 4 | Sit with a clear view of the interpreter |
| 4 | Before speaking or signing in a group, the student will get the attention of the group visually or by a tap on 4 of 5 opportunities. | 1 of 5 | Get attention the visual way |
Weak: "The student will attend to the interpreter."
Measurable: "On entering a classroom, the student will choose a seat with a clear view of the interpreter and the board on 9 of 10 observed periods."
Clarifying and repairing communication
Interpreting has a short lag. Teachers talk fast, new terms appear, and some words have no common sign yet. Students need to ask when something was missed, the same way a hearing student says "what?"
| # | Goal | Baseline | Template |
|---|---|---|---|
| 5 | When a sign or term is missed, the student will ask the interpreter to repeat or fingerspell it on 4 of 5 observed breakdowns. | 1 of 5 | Ask the interpreter to clarify a missed sign |
| 6 | When the interpreted message is unclear, the student will ask the teacher a clarifying question through the interpreter on 3 of 4 opportunities. | 0 of 4 | Ask the interpreter to clarify a missed sign |
| 7 | Given 10 new content words fingerspelled at a natural pace, the student will read 8 of 10 correctly on 3 consecutive probes. | 4 of 10 | Read fingerspelling at natural speed |
| 8 | When a video plays without captions, the student will tell the teacher or interpreter within 1 minute on 4 of 5 opportunities. | 1 of 5 | Request missing captions |
Weak: "The student will ask for help when confused."
Measurable: "When a sign or term is missed, the student will ask the interpreter to repeat or fingerspell it on 4 of 5 observed breakdowns."
Plant breakdowns to get data. The teacher of the deaf can ask the teacher to introduce a new term quickly and watch whether the student asks.
Preparing and partnering with the interpreter
Interpreters do better work when they see materials ahead of time. Older students can take on part of that job, which also builds self-advocacy.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 9 | Before a unit test review or presentation, the student will share the materials or vocabulary list with the interpreter at least 1 day ahead on 4 of 5 opportunities. | 1 of 5 | Share materials with the interpreter ahead of time |
| 10 | At the start of a new unit, the student and interpreter will agree on signs for 8 of 10 key terms, with the student using the agreed signs on a unit probe. | 3 of 10 | Find the sign for a new word |
| 11 | Given a new academic word, the student will find or agree on a sign using a dictionary, the teacher of the deaf or the interpreter on 4 of 5 new words. | 1 of 5 | Find the sign for a new word |
| 12 | After a class, the student will give the interpreter one piece of feedback about what worked or did not, using a 3-item checklist, on 3 of 4 weekly check-ins. | 0 of 4 | Explain how to work with an interpreter |
Weak: "The student will work with the interpreter."
Measurable: "Before a unit test review or presentation, the student will share the materials or vocabulary list with the interpreter at least 1 day ahead on 4 of 5 opportunities."
Participating in discussion through the interpreter
Because of lag, a deaf student's comment can arrive after the conversation has moved on. Students learn to signal early and teachers learn to wait. These goals count the student's part.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 13 | During whole-class discussion, the student will contribute at least 2 comments or questions through the interpreter per 20-minute discussion on 4 of 5 observed lessons. | 0 to 1 | Join class discussion through an interpreter |
| 14 | During small-group work, the student will respond on topic to a peer's comment through the interpreter on 4 of 5 opportunities. | 1 of 5 | Respond to peers in signed discussion |
| 15 | When wanting to speak, the student will raise a hand or signal before the topic changes on 4 of 5 opportunities. | 1 of 5 | Take turns in a signed conversation |
| 16 | Given a 3-minute class presentation, the student will present in ASL with the interpreter voicing, scoring 3 of 4 on a presentation rubric. | 1 of 4 | Give a class presentation in ASL |
Weak: "The student will participate more in class."
Measurable: "During whole-class discussion, the student will contribute at least 2 comments or questions through the interpreter per 20-minute discussion on 4 of 5 observed lessons."
Understanding the interpreter's role
Students sometimes treat the interpreter as a tutor, a friend or the person in charge. The interpreter's job is to convey communication. Questions about content go to the teacher. These goals teach that boundary.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 17 | When asking a content question, the student will look at and address the teacher, not the interpreter, on 8 of 10 observed questions. | 3 of 10 | Join class discussion through an interpreter |
| 18 | Given 6 scenarios, the student will say whether to ask the teacher or the interpreter, with 5 of 6 correct on 2 consecutive probes. | 2 of 6 | Explain how to work with an interpreter |
| 19 | When meeting a substitute teacher, the student will explain the interpreter's role and where the interpreter needs to stand, scoring 3 of 4 on a rubric. | 1 of 4 | Explain how to work with an interpreter |
| 20 | After a signed lecture or video, the student will summarize 3 main points in writing or ASL with 3 of 3 correct on 3 of 4 probes, to check understanding without the interpreter's help. | 1 of 3 | Summarize a signed lecture or video |
Weak: "The student will use the interpreter appropriately."
Measurable: "When asking a content question, the student will look at and address the teacher, not the interpreter, on 8 of 10 observed questions."
Requesting interpreters beyond the classroom
Assemblies, field trips, clubs and after-school events often lack an interpreter unless someone asks. After graduation, the student will have to arrange interpreters for college, work and appointments.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 21 | Given a school event 1 week away, the student will request an interpreter from the right staff member by the deadline on 3 of 3 events. | 0 of 3 | Request an interpreter for an event |
| 22 | Given a role play with a doctor's office or job interview, the student will communicate through an interpreter by facing the other person and using first person on 4 of 5 exchanges. | 1 of 5 | Talk with professionals through an interpreter |
| 23 | Before a college or job visit, the student will contact the disability or HR office and request an interpreter or real-time captioning, with 4 of 4 steps completed. | 1 of 4 steps | Request CART captioning |
| 24 | At the IEP meeting, the student will explain which interpreting service works best for them and why, scoring 3 of 4 on a self-advocacy rubric. | 1 of 4 | Explain how to work with an interpreter |
Weak: "The student will learn about interpreters."
Measurable: "Given a school event 1 week away, the student will request an interpreter from the right staff member by the deadline on 3 of 3 events."
How to measure progress
- Most of these goals use opportunities. Count each chance and whether the student used the skill.
- Participation goals use frequency recording per lesson of fixed length.
- Explaining the role and presentations use rubric scoring.
The teacher of the deaf collects most data during observations. If the interpreter helps, keep it simple, such as a tally card for goal 5, and agree on it at the IEP meeting so the interpreter's role stays clear. Paste each draft into the goal checker.
Adapting by grade
| Grade band | Focus | Example |
|---|---|---|
| K to 2 | Looking at the interpreter, getting attention, sign names | Chooses a seat with a clear view |
| 3 to 5 | Asking for repeats, fingerspelling, turn-taking | Asks the interpreter to fingerspell a missed term |
| 6 to 8 | Discussion, addressing the teacher, sharing materials | Shares vocabulary lists ahead of tests |
| 9 to 12 | Requesting interpreters, explaining needs, adult settings | Requests an interpreter for a college visit |
States set their own qualification standards for educational interpreters, so ask your district what credential is required. For the full picture of goals for deaf students, see IEP goals for deaf and hard of hearing students. Accommodations such as preferential seating near the interpreter belong in the accommodations section; see deaf and hard of hearing accommodations. The language and communication special factor that drives these choices is explained in communication plans for deaf and hard of hearing students.[2]
Frequently asked questions
Does the educational interpreter write IEP goals?
No. The interpreter provides a related service and is not an IEP goal author. The teacher of the deaf usually writes goals for the student's use of the interpreter. The interpreter can share observations and help with simple data if the team agrees.
What does the IEP need to say about interpreting?
It should list interpreting as a related service, name the language or mode, such as ASL or English transliteration, and say when and where it is provided, including assemblies, field trips and after-school activities where relevant.
Should a young deaf student have goals about using an interpreter?
Yes, simple ones. Young students can learn to sit where they can see, look at the interpreter during teacher talk and ask for a repeat. These habits make later goals easier.
Use it in IEP Atlas
- Educational interpreter in the IEP glossary
- Visual communication goals (access skills)
- IEP goals for hearing loss
- Goals for the DHH teacher role
- American Sign Language in the IEP glossary
- IEP goal checker
Related guides
- Low-incidence disabilities in the IEP: vision, hearing, deaf-blindness and physical needs
- IEP goals for deaf and hard of hearing students
- Auditory skills hierarchy for IEP goals
- Speechreading IEP goals
Sources
- 34 CFR §300.34: Related services, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.