Sign Language & Visual Communication IEP goals for grades 3 to 5
11 of the sign language & visual communication templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
11 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
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.
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.
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.
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.
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.
Respond to peers in signed discussion
Following signed group discussion
By the annual IEP review date, during a small-group or class discussion in ASL about a shared text or topic, the student will follow the discussion and respond to a peer's point by agreeing, disagreeing, or adding to it in ASL independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Grades 3 to 5 sign language & visual communication goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
What changes in sign language & visual communication goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.