Expanded core curriculum goals by area
By the IEP Atlas editorial teamLast updated
Short answer
Expanded core curriculum IEP goals cover the nine skill areas that students who are blind or have low vision need taught directly, because sighted peers learn them by watching. Pick the two to four areas with the biggest gap from the TVI's ECC screening, name the tool or setting, and measure with steps, opportunities or a rubric.
The expanded core curriculum (ECC) is the set of skills beyond the general curriculum that students who are blind or visually impaired need explicit instruction in. It has nine areas: compensatory and access skills, orientation and mobility, sensory efficiency, assistive technology, social interaction, independent living, recreation and leisure, career education, and self-determination.[1]
The reason is simple. A sighted child learns to set a table, read a classmate's face or find the nurse's office by watching. A child who cannot see well has to be taught. If no one plans for it, the gap grows every year, even when grades look fine.
No IEP covers all nine areas every year. The TVI screens each area, the team picks the ones with the biggest gap, and the rest get attention in later years. The 20 goals below show at least two per area. Baselines and criteria are illustrations. For academic access goals such as braille reading rate and math code, see IEP goals for students with visual impairments.
Choosing which ECC areas to target
| If the student... | ECC area | Measure | Data sheet |
|---|---|---|---|
| Reads braille but cannot organize materials or tactile graphics | Compensatory and access | Accuracy or task analysis | Task analysis data sheet |
| Uses usable vision inefficiently or ignores hearing and touch cues | Sensory efficiency | Opportunities | Opportunity data sheet |
| Relies on adults to get around school or the community | Orientation and mobility | Task analysis | Task analysis data sheet |
| Cannot do assignments without an adult setting up devices | Assistive technology | Task analysis or accuracy | Accuracy data sheet |
| Sits alone, misses social cues, interrupts | Social interaction | Opportunities | Opportunity data sheet |
| Cannot do daily tasks peers do at home | Independent living | Task analysis | Task analysis data sheet |
| Has no hobbies or does not join recess games | Recreation and leisure | Opportunities or duration | Duration data sheet |
| Cannot describe jobs or work tasks | Career education | Rubric | Rubric scoring data sheet |
| Waits for others to speak up for them | Self-determination | Opportunities or rubric | Rubric scoring data sheet |
A useful habit is a one-page ECC screening each spring, rated by the TVI, O&M specialist, family and student. Pick the areas rated lowest and most important to the family.
Who teaches each area
| ECC area | Usually taught by | Where it happens |
|---|---|---|
| Compensatory and access | TVI | Resource time and the classroom |
| Orientation and mobility | O&M specialist | School campus, home area, community |
| Sensory efficiency | TVI, with the O&M specialist | Classroom, hallways, outdoors |
| Assistive technology | TVI, AT specialist | Classroom and resource time |
| Social interaction | TVI, counselor, SLP | Lunch, recess, group work |
| Independent living | TVI, family, life skills staff | Home economics room, home |
| Recreation and leisure | TVI, adapted PE teacher | Recess, PE, clubs |
| Career education | TVI, transition coordinator | Job sites, classroom |
| Self-determination | Whole team | IEP meetings, every class |
The TVI role goals and O&M specialist goals pages list templates by who usually writes them.
Compensatory and access skills goals
This area covers braille, tactile graphics, organization of materials, listening skills for learning, and study skills. It is the area most IEPs already include. For the full braille sequence, see braille goals from pre-braille to contracted braille.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 1 | Given an unfamiliar tactile graphic, the student will explore it using a systematic search, find the title, key and 3 named features with 5 of 5 steps on 3 of 4 probes. | 2 of 5 steps | Explore an unfamiliar tactile graphic |
| 2 | Using a labeled binder system, the student will file and retrieve braille papers for 4 classes with no more than 1 misfiled paper per week for 4 consecutive weeks. | 5 misfiled per week | Braille literacy goals |
| 3 | Given a slate and stylus, the student will write a 5-word note correctly in 4 of 5 attempts. | 2 of 5 | Write a note with slate and stylus |
Weak: "The student will improve compensatory skills."
Measurable: "Using a labeled binder system, the student will file and retrieve braille papers for 4 classes with no more than 1 misfiled paper per week for 4 consecutive weeks."
Sensory efficiency and orientation and mobility goals
Sensory efficiency covers using remaining vision, hearing, touch and smell to get information. O&M covers knowing where you are and moving safely. O&M is a related service in federal rules, so it needs its own service line.[2] For cane technique, see the cane skills progression.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 4 | In a familiar hallway, the student will use sound cues such as an open door or a drinking fountain to name 4 of 5 landmarks on a route on 3 consecutive trips. | 1 of 5 | Name and use landmarks on a school route |
| 5 | When moving from bright outdoor light to a dim hallway, the student will use a glare strategy, such as a hat or pausing to adjust, on 4 of 5 opportunities. | 1 of 5 | Use a glare strategy |
| 6 | After getting turned around on a familiar route, the student will reorient using a known landmark and continue with 5 of 5 steps on 4 of 5 planned trials. | 2 of 5 steps | Reorient after getting lost |
| 7 | Given a tactile map of a new building wing, the student will plan and describe a route to 2 rooms, then walk it, with 8 of 10 steps correct. | 4 of 10 steps | Plan a new route from a tactile map |
Weak: "The student will use their senses to travel."
Measurable: "In a familiar hallway, the student will use sound cues such as an open door or a drinking fountain to name 4 of 5 landmarks on a route on 3 consecutive trips."
Assistive technology goals
The team must consider assistive technology for every student.[3] For a student who is blind, that often means a screen reader, a refreshable braille display or a notetaker. Templates are on the assistive technology goals and keyboarding goals pages.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 8 | Using a braille notetaker, the student will create, name, save and reopen a file with 6 of 6 steps independent on 3 consecutive probes. | 3 of 6 steps | Write and save a notetaker file |
| 9 | Using a screen reader and keyboard commands, the student will move through a web page by headings and links to answer 4 of 5 questions on 3 of 4 probes. | 1 of 5 | Move through a document with keyboard commands |
| 10 | Given a 3-minute timed copy task, the student will touch-type 20 correct words per minute on 3 consecutive probes. | 9 correct words per minute | Touch-type with the keyboard covered |
Weak: "The student will use technology."
Measurable: "Using a braille notetaker, the student will create, name, save and reopen a file with 6 of 6 steps independent on 3 consecutive probes."
Typing goals overlap with written expression. See typing IEP goals for rate measurement.
Social interaction and self-determination goals
Students who cannot see facial expressions or gestures miss much of the social information peers rely on. Self-determination means knowing your own needs and asking for them. These areas often grow together. The self-advocacy goals examples cover the general version.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 11 | When joining a group of peers, the student will listen for voices, greet a peer by name and ask to join on 4 of 5 observed recess or lunch periods. | 1 of 5 | Peer interaction goals |
| 12 | During conversation, the student will face the speaker and keep head up on 8 of 10 observed exchanges. | 4 of 10 | Peer interaction goals |
| 13 | When a teacher has not provided a braille or large print copy, the student will request it before the lesson begins on 4 of 5 opportunities. | 1 of 5 | Request missing braille materials |
| 14 | At the annual IEP meeting, the student will present their vision, 3 accommodations and 1 goal, scoring 3 of 4 on a self-advocacy rubric. | 1 of 4 | Explain own vision and accommodations |
Weak: "The student will socialize with peers."
Measurable: "When joining a group of peers, the student will listen for voices, greet a peer by name and ask to join on 4 of 5 observed recess or lunch periods."
Independent living, recreation and career goals
These three areas are easy to skip in elementary school and hard to catch up on later. Start early, with real tasks.
| # | Goal | Baseline | Template |
|---|---|---|---|
| 15 | Using tactile markings on the microwave, the student will heat a snack with 7 of 7 steps independent on 3 consecutive days. | 3 of 7 steps | Daily living goals |
| 16 | Given coins and bills, the student will identify each by touch or a money identifier app with 10 of 10 correct on 3 consecutive probes. | 6 of 10 | Daily living goals |
| 17 | Given 3 accessible game choices, the student will choose one, explain the rules to a peer and play for 10 minutes on 4 of 5 recess periods. | Plays 2 minutes | Leisure and recreation goals |
| 18 | During PE, the student will join a team activity using an adapted ball with a bell on 4 of 5 classes, staying in for 10 or more minutes. | 3 minutes | Leisure and recreation goals |
| 19 | After interviewing 2 workers, the student will describe 3 job tasks and the tools or adaptations each uses, scoring 10 of 12 on a career rubric. | 4 of 12 | Career exploration goals |
| 20 | At a school job site, the student will complete a 10-step sorting task using tactile or magnified labels with 9 of 10 steps independent on 4 of 5 shifts. | 5 of 10 steps | Sort job materials using magnification |
Weak: "The student will learn life skills."
Measurable: "Using tactile markings on the microwave, the student will heat a snack with 7 of 7 steps independent on 3 consecutive days."
For more independent living goals, see independent living IEP goals and leisure skills IEP goals.
How to measure ECC goals
- Routines (notetaker files, cooking, travel): task analysis on the task analysis data sheet. Graph the percent of steps independent.
- Social and self-advocacy behavior: opportunities, counted when the chance comes up. Plant chances if they are rare.
- Presentations and career interviews: rubric scoring with 3 or 4 rows the student has seen.
- Typing and reading: rate per minute on timed probes.
ECC instruction needs time on the schedule. If the IEP lists six ECC goals but only 30 minutes a week of TVI service, something will not happen. Match the service minutes to the goals. Paste each draft into the goal checker before the meeting.
Adapting by grade
| Grade band | ECC areas often prioritized | Example focus |
|---|---|---|
| Preschool | Sensory efficiency, O&M concepts, independent living | Exploring objects, body concepts, snack routines |
| K to 2 | Compensatory, O&M, social interaction | Braille letters, school routes, joining play |
| 3 to 5 | Assistive technology, organization, recreation | Notetaker, binders, recess games |
| 6 to 8 | Self-determination, social skills, AT | Requesting materials, passing periods |
| 9 to 12 | Career education, independent living, community O&M | Job tasks, cooking, bus travel |
The low-incidence disabilities guide shows one goal per ECC area and explains how specialists share the plan. The American Printing House for the Blind publishes ECC materials for teachers.[4]
Frequently asked questions
What are the nine areas of the expanded core curriculum?
Compensatory and access skills, orientation and mobility, sensory efficiency, assistive technology, social interaction, independent living, recreation and leisure, career education, and self-determination.
Does every IEP need goals in all nine ECC areas?
No. The TVI screens each area and the team picks the areas with the biggest gap each year. The others are revisited at the next annual review. Covering every area every year usually spreads service time too thin.
Who is responsible for teaching the expanded core curriculum?
The TVI leads most areas, the O&M specialist teaches travel, and families, counselors, adapted PE and transition staff share the rest. The IEP should say who provides each service and how often.
Use it in IEP Atlas
- Expanded core curriculum in the IEP glossary
- IEP goals for visual impairment
- Goals for the TVI role
- Access skills IEP goals
- IEP goal checker
Related guides
- Low-incidence disabilities in the IEP: vision, hearing, deaf-blindness and physical needs
- IEP goals for students with visual impairments
- Braille IEP goals from pre-braille to contracted braille
- Cane skills progression for O&M goals
- CVI IEP goals
Sources
- American Foundation for the Blind, American Foundation for the Blind
- 34 CFR §300.34: Related services, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- American Printing House for the Blind, American Printing House 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.