Sign Language & Visual Communication IEP goals for kindergarten to grade 2
13 of the sign language & visual communication templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
13 templates · 1 skill · K–2 · 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
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.
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.
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.
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.
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.
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.
In kindergarten through grade 2, sign language & visual communication goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are sign language & visual communication goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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.