Explain own vision and accommodations
When to use this goal
For older students with low vision who will need to explain their vision to teachers, employers, and disability services offices. Present levels in self-advocacy decide fit.
- Baseline
- Ask the student to explain their vision to a staff member they have not met and score the explanation. Ask the student what they want to share.
- Tips
- The student decides what to disclose. Practice before IEP meetings, work experiences, and college visits; students can lead part of their IEP meeting with this.
- Limits
- The rubric measures the explanation, not whether others provide the accommodations. Written introductions are a fine alternative.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-lv-028.
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Goal
By the annual IEP review date, when meeting a new teacher or employer, during a planned conversation, the student will describe their eye condition in their own words, explain what they can and cannot see, and name the accommodations that help without notes, earning a score of at least 7 out of 8 on a 4-row vision self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal455 characters
- By the annual IEP review date, when meeting a new teacher or employer, during a planned conversation, the student will describe their eye condition in their own words, explain what they can and cannot see, and name the accommodations that help without notes, earning a score of at least 7 out of 8 on a 4-row vision self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When meeting a new teacher or employer, during a planned conversation
- Behavior
- The student will describe their eye condition in their own words, explain what they can and cannot see, and name the accommodations that help without notes
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row vision self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row vision self-advocacy rubric scored 0 to 2 per row
- Mastery rule:
- in 3 of 4 consecutive opportunities
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when meeting a new teacher or employer, during a planned conversation, the student will describe their eye condition in their own words, explain what they can and cannot see, and name the accommodations that help without notes, earning a score of at least 7 out of 8 on a 4-row vision self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Names the eye condition or describes it in their own words | Explains how it affects tasks (reading, board, travel, lighting) | Names the accommodations and tools they use | Answers a question or tells the person how to reach them for follow-up | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row vision self-advocacy rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.