Report material that is hard to see
When to use this goal
For students with low vision who stay quiet when a handout is too small, a slide has poor contrast, or a video is unreadable. Present levels in self-advocacy decide fit.
- Baseline
- With teachers' help, log five moments when materials were not accessible and whether the student spoke up. Ask the student how it felt to ask.
- Tips
- Every request must lead to a fix or the student will stop asking. The student can choose a private signal over speaking in front of the class.
- Limits
- The goal does not shift responsibility for accessible materials to the student. Opportunities should become rare as teachers plan formats ahead.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-016.
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Goal
By the annual IEP review date, during general education lessons when a handout, slide, or video is in a size or contrast the student cannot read, the student will tell the teacher what they cannot see and what format would help (such as larger print, a digital copy, or higher contrast) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Low Vision & Visual Efficiency.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Low Vision & Visual Efficiency
- Baseline
- 1 of 5 opportunities.
- Annual goal415 characters
- By the annual IEP review date, during general education lessons when a handout, slide, or video is in a size or contrast the student cannot read, the student will tell the teacher what they cannot see and what format would help (such as larger print, a digital copy, or higher contrast) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During general education lessons when a handout, slide, or video is in a size or contrast the student cannot read
- Behavior
- The student will tell the teacher what they cannot see and what format would help (such as larger print, a digital copy, or higher contrast) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during general education lessons when a handout, slide, or video is in a size or contrast the student cannot read, the student will tell the teacher what they cannot see and what format would help (such as larger print, a digital copy, or higher contrast) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by frequency recording collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.