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Sign Language & Visual Communication IEP goals

Visual communication goals support students who sign, often students who are deaf or hard of hearing: building sign vocabulary across topics, fingerspelling, working with an educational interpreter, following signed group discussion, and retelling in sign. ASL is a full language, so a signing student's language goals also use the expressive and receptive language skills, with sign as the mode. Measure vocabulary and fingerspelling with accuracy, interpreter use and following discussion with opportunities, and signed retells with a rubric.

25 templates · How we write and review goals

Sample sign language & visual communication goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2Opportunities

    Get a person's attention the visual way

    Getting attention visually

    By the annual IEP review date, during play and routines, when the child wants to tell an adult or peer something, the student will get the partner's attention by tapping their shoulder or arm, waving in view, or tapping the table, then wait for them to turn before signing independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during play.

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  • PK, K-2Percent accuracy

    Sign the names of familiar objects and actions

    Early sign vocabulary

    By the annual IEP review date, given pictures or real objects of familiar items and actions from daily routines, the student will sign the name of the object or action independently with at least 80% accuracy on target signs produced, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PK, K-2Opportunities

    Follow signed directions in daily routines

    Following signed directions

    By the annual IEP review date, during classroom routines, when a signing adult gives a one- or two-step direction in ASL, the student will carry out the signed direction independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during routines.

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  • PK, K-2Percent accuracy

    Answer questions during a signed story

    Signed stories

    By the annual IEP review date, during a signed story told by a Deaf adult or signing teacher, with questions asked in ASL at the end of each page or part, the student will answer each who, what, or where question in sign or by pointing to the picture independently with at least 80% accuracy on story questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PK, K-2Opportunities

    Use sign names for self and classmates

    Sign names

    By the annual IEP review date, during morning meeting, play, and routines, when they refer to themselves or a classmate, the student will use their own sign name and peers' sign names to refer to people independently in at least 7 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected twice weekly.

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  • K-2, PKPercent accuracy

    Fingerspell own name and short words

    Expressive fingerspelling

    By the annual IEP review date, given their name, family names, or short printed words they know, the student will fingerspell the word with clear handshapes in the right order independently with at least 80% accuracy on words fingerspelled correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2, 3-5Percent accuracy

    Read fingerspelled words

    Receptive fingerspelling

    By the annual IEP review date, given short familiar words fingerspelled at a slow, steady pace by a signing adult, the student will write, point to in print, or sign the word that was fingerspelled independently with at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2Percent accuracy

    Sign numbers and quantities in ASL

    Numbers in ASL

    By the annual IEP review date, given printed numbers or sets of objects during a math lesson, the student will sign the number with the correct ASL form independently with at least 85% accuracy on numbers signed correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2, 3-5, 6-8Percent accuracy

    Sign the key vocabulary for a class unit

    Topic vocabulary in sign

    By the annual IEP review date, given pictures or printed words for 10 to 15 key words in the current unit, the student will sign or fingerspell each key word and explain it in ASL independently with at least 80% accuracy on unit words signed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during each unit.

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  • K-2, 3-5Opportunities

    Take turns in a signed conversation

    Signed turn-taking

    By the annual IEP review date, during a signed conversation with a peer or adult about a shared activity, the student will wait for the partner's turn to end, then respond to what they signed independently in at least 6 of 8 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

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  • K-2, 3-5, 6-8Opportunities

    Sit with a clear view of the interpreter

    Positioning to see the interpreter

    By the annual IEP review date, at the start of a lesson, assembly, or activity in a new space, the student will choose or ask for a seat where they can see the interpreter, the teacher, and the visual materials independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.

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  • 3-5, K-2, 6-8Rubric score

    Retell a story in ASL

    Retelling in sign

    By the annual IEP review date, after watching a signed story or a wordless picture book, during a recorded retell, the student will retell the story in ASL with the characters, setting, problem, events in order, and ending independently, earning a score of at least 12 out of 15 on a 5-row ASL retell rubric scored 0 to 3 per row, in 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.

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13 more sign language & visual communication templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What sign language & visual communication involves

  • Building sign vocabulary across school topics
  • Fingerspelling names, places, and new words, and reading fingerspelling
  • Working with an educational interpreter, including asking for clarification
  • Following signed group discussion and taking turns
  • Retelling a story or lesson in sign

Baseline and measurement considerations

  • Take a baseline with a fluent signer, such as the teacher of the deaf or a Deaf mentor, scoring vocabulary and retells.
  • Use accuracy for topic vocabulary and fingerspelling with a fixed item set.
  • Count opportunities for interpreter use, such as asking for repetition or telling the interpreter when they missed something.
  • Use a rubric for signed retells with rows for main idea, sequence, detail, and use of space and classifiers.
  • Video-record signed retells, with family consent, so different scorers can rate the same sample.

Progress-monitoring methods used in these templates

  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing sign language & visual communication goals

  • Treating sign as a bridge to speech rather than a full language.
  • Having a scorer who is not fluent in ASL rate signed language.
  • Measuring the interpreter's work instead of the student's skills.
  • Writing only vocabulary goals when the student needs grammar, discourse, and retelling in sign.
  • Leaving family sign learning out of the plan, so the student has few signing partners at home.

Frequently asked questions

How do I write an IEP goal for a student who uses ASL?

Write language goals the same way as for any student, with sign as the mode. For example: after watching a signed story, the student will retell it in ASL with main events in order, scoring at least 9 of 12 on a signed retell rubric. Have a fluent signer score it.

What is a good goal for working with an interpreter?

Count how often the student asks the interpreter for clarification or lets them know something was missed, across planned and real opportunities. Older students can also learn to brief a new interpreter on their preferences.

Does IDEA say anything about sign language in the IEP?

Under 34 CFR 300.324(a)(2)(iv), for a student who is deaf or hard of hearing, the team must consider the student's language and communication needs, including chances for direct communication with peers and staff in the student's language and mode. That includes ASL when it is the student's language.

How often should I collect data on sign language goals?

Weekly for vocabulary and fingerspelling probes, and every two to four weeks for signed retell rubrics. Interpreter use can be logged a few times a week.

References

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