Sign Language & Visual Communication IEP goals for high school (grades 9 to 12)
9 of the sign language & visual communication templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
9 templates · 1 skill · 9–12 · 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
Find the sign for a new word
Finding new signs
By the annual IEP review date, when reading a text with a new word that has a common sign, the student will look up the word in an ASL dictionary app or ask a signing adult, then sign the word and use it in a sentence independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
Give a short class presentation in ASL
Signed presentations
By the annual IEP review date, during a class presentation of 2 to 3 minutes on a researched topic, with an interpreter voicing, the student will present the topic in ASL with an opening, main points, examples, and a closing independently, earning a score of at least 10 out of 12 on a 4-row ASL presentation rubric scored 0 to 3 per row, in 2 of 3 consecutive presentations, as measured by a defined scoring rubric collected with each class presentation.
Share materials with the interpreter ahead of time
Preparing the interpreter
By the annual IEP review date, before a class presentation, group project, or new unit with new names and terms, the student will give or send the interpreter the script, slides, names, and key terms before the event independently in at least 3 of 4 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected monthly.
Join class discussion through an interpreter
Discussion through an interpreter
By the annual IEP review date, during a whole-class discussion with an interpreter voicing the student's comments, the student will signal the teacher for a turn and make a comment or ask a question in ASL that the interpreter voices independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Read fingerspelling at natural signing speed
Fingerspelling at natural speed
By the annual IEP review date, given names, places, and content terms fingerspelled at natural speed in a short signed passage or video, the student will write or sign back each fingerspelled word independently with at least 80% accuracy on fingerspelled words read, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Request an interpreter for an event
Requesting an interpreter
By the annual IEP review date, when planning for a school event, college visit, job interview, or appointment that needs an interpreter, the student will contact the right person or office, request an interpreter with the date, time, place, and topic, and confirm independently in at least 3 of 4 opportunities, across 2 consecutive semesters, as measured by frequency recording collected monthly.
High school sign language & visual communication goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- 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 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
Frequently asked questions
How do sign language & visual communication goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.