Assistive Technology Use IEP goals for high school (grades 9 to 12)
21 of the assistive technology use templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
21 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Assistive Technology Use Vision, Hearing & Assistive Technology
Choose answers on a computer with switch scanning
Switch scanning for schoolwork
By the annual IEP review date, given a learning activity set up for scanning with 2 to 4 answer choices, using the student's switch at the chosen body site, the student will press the switch when the highlight reaches the chosen answer independently with at least 85% accuracy on intended choices selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Read assigned books in an accessible format
Audiobooks and accessible formats
By the annual IEP review date, when a class novel or reading assignment is given, with the book available in the student's accessible-format library, the student will download or open the assigned book in the accessible format and read or listen to the assigned pages independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly.
Pick the AT tool that fits the task
Choosing the right tool
By the annual IEP review date, when given a new assignment that could be done with more than one tool, the student will choose a tool for the task, tell why it fits, and start the task with it independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
Set up AT tools at class start
Setting up AT without help
By the annual IEP review date, at the start of each class period that needs AT, with the student's device and headphones, the student will get out the device, log in, open the needed tools, connect headphones, and open the assignment, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected weekly through spot checks in two classes.
Use built-in read-aloud tools on tests
AT tools on tests
By the annual IEP review date, during a computer-based practice test or classroom quiz with text-to-speech and other approved tools, the student will turn on the approved tools and use them on items with long text or hard words independently in 4 of 4 opportunities, across 2 consecutive practice tests, as measured by direct observation collected with each practice test.
Select targets on a computer with eye gaze
Eye-gaze computer access
By the annual IEP review date, given an eye-gaze system calibrated for the student and a learning activity with targets sized for their accuracy, the student will hold their gaze on the chosen target until it selects and move on to the next choice independently with at least 85% accuracy on intended targets selected, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
High school assistive technology use goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
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 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do assistive technology use goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.