Sign Language & Visual Communication IEP goals for middle school (grades 6 to 8)
13 of the sign language & visual communication templates in the library are written for middle school (grades 6 to 8). 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 · 6–8 · 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
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.
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.
Ask the interpreter to clarify a missed sign
Clarifying with the interpreter
By the annual IEP review date, during class, when they miss a sign, a fingerspelled word, or a part of the message, the student will signal the interpreter and ask for the sign again, a fingerspelling, or an explanation independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
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.
Middle school sign language & visual communication goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
How are sign language & visual communication goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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.