CVI IEP goals
By the IEP Atlas editorial teamLast updated
Short answer
CVI IEP goals build the student's use of vision step by step, starting from what the brain can process now. Early goals target looking and visual attention with controlled materials. Later goals add clutter, distance and new objects. Each goal names the environment, the target's color, size and placement, the response, and a count from a baseline.
Cortical or cerebral visual impairment (CVI) is a visual impairment caused by how the brain processes what the eyes send, not by the eyes themselves. A student with CVI can have a normal eye exam and still not use vision well. That is why CVI goals look unlike goals for ocular low vision. Magnifiers rarely help. Controlling the environment does.
A student with CVI usually qualifies under visual impairment, or under multiple disabilities when CVI comes with other needs.[1] Many students with CVI also have cerebral palsy, seizures or an intellectual disability, so these goals often sit beside communication and motor goals. For students with multiple and significant needs, see goals for severe and profound students.
The 24 goals below are illustrations. The baselines and criteria show the format. Every template links to the goal bank, where you can copy or print the wording, which answers most requests for a CVI goal bank PDF.
How CVI assessment shapes the goals
A TVI with CVI training does a structured assessment. It combines interviews with the family, observation in familiar settings, and direct tasks with controlled materials. Several published tools exist. The team should name the tool and the date in present levels, but the IEP does not need to copy its scoring.
Most CVI assessments look at visual behaviors that are commonly described in the field:
- Color preference: looks more at one color, often red or yellow.
- Need for movement: notices moving or shiny objects first.
- Visual latency: takes several seconds to look after a target appears.
- Field preferences: looks to one side or uses peripheral vision.
- Difficulty with complexity: loses the target on a busy background, with noise, or near a face.
- Light gazing: looks at lights instead of the task.
- Difficulty with distance and novelty: sees familiar objects close up, misses new or far ones.
- Visual and motor separation: looks, then looks away before reaching.
Teachers often talk about progress in three broad phases. In the first, the student is building visual attention. In the second, vision starts to join with actions such as reaching and choosing. In the third, the student uses vision for learning in more complex settings, with fewer adaptations. The phases overlap, and the goals below follow the same order.
Choosing the right goal
| If the student... | Phase focus | Measure | Data sheet |
|---|---|---|---|
| Looks briefly at lights or moving objects, rarely at people or materials | Building visual attention | Opportunities or latency | Latency data sheet |
| Looks at a familiar object but takes 5 or more seconds | Shortening latency | Latency | Latency data sheet |
| Looks, then reaches without looking | Joining vision and action | Opportunities | Opportunity data sheet |
| Finds a target on a plain background but not a busy one | Handling complexity | Percent accuracy | Accuracy data sheet |
| Recognizes familiar objects but not new ones or pictures | Novelty and 2D images | Percent accuracy | Accuracy data sheet |
| Reads, but loses place in crowded text | Literacy in clutter | Accuracy or rate | Reading fluency data sheet |
Use latency recording for "how long until the student looks." Use opportunities for "did the student look and act when the chance came up."
Building visual attention goals
These goals fit students who are just starting to use vision on purpose. Control everything: a plain black background, one target, low noise, the target in the student's best field.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 1 | Given a single red or yellow light-up object against a black background in the right visual field, the student will turn eyes or head toward it within 10 seconds on 7 of 10 trials across 3 sessions. | 2 of 10 | Turn toward a high-contrast object |
| 2 | During a quiet routine with a moving shiny target, the student will look at the target for 3 seconds or longer on 6 of 10 presentations. | 1 of 10 | Visual efficiency goals |
| 3 | Given a familiar preferred object presented 12 inches away, the student will look at it within 8 seconds on 8 of 10 trials, down from a median latency of 20 seconds. | Median 20 seconds | Visual efficiency goals |
| 4 | When an adult in a solid red shirt approaches and says the student's name, the student will look toward the adult on 4 of 5 opportunities per day. | 1 of 5 | Visual efficiency goals |
| 5 | In a room with lights dimmed and one lit target, the student will shift gaze from the overhead light to the target on 6 of 10 presentations. | 2 of 10 | Visual efficiency goals |
| 6 | Given a target that moves slowly then stops, the student will keep looking at it after it stops for 2 seconds on 7 of 10 trials. | 3 of 10 | Visual efficiency goals |
Weak: "The student will use vision more."
Measurable: "Given a single red or yellow light-up object against a black background in the right visual field, the student will turn eyes or head toward it within 10 seconds on 7 of 10 trials across 3 sessions."
The weak version could be scored differently by every adult. The measurable one fixes the target, the background, the field and the time.
Joining vision with action goals
Now vision starts to serve a purpose: choosing, reaching, finding. Keep the background simple, but begin to vary one thing at a time.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 7 | Given 2 familiar objects on a black tray, the student will look at the one named and then reach for it on 8 of 10 trials. | Looks on 3 of 10; reaches without looking | Find a named item on a contrasting tray |
| 8 | Given a choice of 2 snack items in their preferred colors, the student will look at one to choose it, held for 2 seconds, on 4 of 5 snack times. | 1 of 5 | Visual efficiency goals |
| 9 | During morning arrival, the student will look at and touch their own coat hook, marked with a red shape, on 4 of 5 days. | 0 of 5 | Visual efficiency goals |
| 10 | Given a single switch in a bright color, the student will look at the switch before pressing it on 7 of 10 activations. | 2 of 10 | Press a switch to make something happen |
| 11 | Given a familiar object placed at 1 of 3 positions on a plain tray, the student will find it by looking within 10 seconds on 8 of 10 trials. | 4 of 10 | Visual efficiency goals |
| 12 | Given a choice board of 2 real-object symbols on a black background, the student will look at the symbol for the wanted activity on 4 of 5 opportunities. | 1 of 5 | AAC users hub |
Weak: "The student will reach for objects."
Measurable: "Given 2 familiar objects on a black tray, the student will look at the one named and then reach for it on 8 of 10 trials."
Complexity, novelty and distance goals
In this phase the student uses vision with fewer adaptations. Add one source of difficulty at a time: a slightly busier background, a new object, a little more distance, some background noise.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 13 | Given a familiar object among 3 others on a patterned placemat, the student will find it within 15 seconds on 8 of 10 trials. | 3 of 10 | Find a named item on a contrasting tray |
| 14 | Given a new object that shares a feature with a familiar one, the student will name or sign one shared feature on 4 of 5 trials. | 1 of 5 | Visual efficiency goals |
| 15 | Given a color photograph of a familiar object on a plain background, the student will match it to the real object from a set of 3 on 8 of 10 trials. | 3 of 10 | Visual efficiency goals |
| 16 | Standing 6 feet from a familiar adult who waves, the student will identify the adult by name or sign on 4 of 5 opportunities, up from 3 feet. | 3 feet, 4 of 5 | Visual efficiency goals |
| 17 | Given a worksheet row of 5 pictures with spacing of 1 inch or more, the student will scan left to right and point to each in order on 4 of 5 rows. | 2 of 5 | Scan a worksheet row by row |
| 18 | In the cafeteria at lunch, the student will find their own tray table, marked with a yellow placemat, within 30 seconds on 4 of 5 days. | 1 of 5 | Find a seat in a crowded cafeteria |
Weak: "The student will tolerate visual clutter."
Measurable: "Given a familiar object among 3 others on a patterned placemat, the student will find it within 15 seconds on 8 of 10 trials."
Literacy, faces and self-advocacy goals
Students later in CVI progress may read print, recognize pictures and faces, and start to explain what helps them see. Many still need reduced clutter, salient features and extra time.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 19 | Given a sight word presented alone with its outline highlighted in a preferred color, the student will read 15 of 20 words on 3 consecutive probes. | 5 of 20 | Visual efficiency goals |
| 20 | Given a page with 3 lines of text and a line marker, the student will read the lines in order without skipping on 4 of 5 pages. | 2 of 5 | Scan a worksheet row by row |
| 21 | Given photographs of 5 classmates, the student will name each using a salient feature such as glasses or hair color on 4 of 5 probes. | 1 of 5 | Visual efficiency goals |
| 22 | On a tablet set to high contrast and large icons, the student will open an assigned app in 3 of 3 attempts on 4 of 5 days. | 1 of 3 | Set large text and contrast on a device |
| 23 | When a page or screen is too busy to use, the student will ask for it to be simplified on 3 of 4 opportunities. | 0 of 4 | Report material that is hard to see |
| 24 | When starting with a new adult, the student will state 2 things that help them see, such as fewer items or a plain background, on 3 of 3 occasions. | 0 of 3 | Explain own vision |
Weak: "The student will read with accommodations."
Measurable: "Given a page with 3 lines of text and a line marker, the student will read the lines in order without skipping on 4 of 5 pages."
How to measure progress
CVI changes can be small and slow, so measure carefully.
- Record the conditions every time: background, target color, distance, lighting, noise and the student's position. A changed condition is a different probe.
- Record latency in seconds, not "fast" or "slow." The latency data sheet works well. Report the median.
- Use short sessions. Visual fatigue is common. Five trials early in the day can beat 20 late.
- Video a probe once a month. Two adults can score the same clip, which helps when looking is hard to judge.
The TVI should repeat the CVI assessment at least yearly and update present levels from it. The visual efficiency goals page has more templates for each step. Paste drafts into the goal checker.
Adapting by age and support level
| Student | Typical focus | Example change |
|---|---|---|
| Preschooler with emerging attention | Looking at lit, moving, familiar targets | Reduce latency from 20 seconds to 8 |
| Elementary student using vision with routines | Choice-making, reaching, finding own items | Add a patterned background |
| Student with multiple disabilities and limited movement | Eye gaze for choices, switch use | Two-choice board on black |
| Older student reading print | Text with less clutter, faces, self-advocacy | Ask for simplified materials |
Many students with CVI also have goals from the OT and SLP. Write shared goals where you can, such as one choice-making goal the TVI, OT and SLP all support. The low vision device goals cover ocular low vision, which needs different tools. The low-incidence disabilities guide explains who owns each part of the plan. The American Foundation for the Blind publishes background on CVI for teams and families.[2]
Frequently asked questions
What is the difference between CVI and low vision?
Low vision usually comes from the eyes or optic nerve, and tools such as magnifiers often help. CVI comes from how the brain processes visual information. Students with CVI often need simpler backgrounds, preferred colors, movement and extra time more than they need magnification.
Who writes CVI goals in the IEP?
The TVI writes them, ideally one trained in CVI assessment. The OT, SLP and classroom team often share goals for choice-making, switch use and routines, because the student uses vision across the day.
Is there a CVI IEP goal bank PDF?
The 24 goals here link to templates in the free goal bank, which you can copy into IEP software or print. Adjust each condition to the student's own assessment results, such as preferred color and visual field.
Can students with CVI improve?
Many do, especially with consistent adaptations across the day. Progress is individual and often slow, so measure it with clear conditions and latency in seconds rather than general impressions.
Use it in IEP Atlas
- Visual efficiency goals (access skills)
- IEP goals for visual impairment
- Goals for the TVI role
- Functional vision evaluation in the IEP glossary
- Latency data sheet
- IEP goal checker
Related guides
- Low-incidence disabilities in the IEP: vision, hearing, deaf-blindness and physical needs
- Low vision IEP goals for magnifiers, telescopes and screen tools
- IEP goals for students with visual impairments
- Expanded core curriculum goals by area
Sources
- 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
- American Foundation for the Blind, American Foundation for the Blind
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.