Keyboarding & Computer Access IEP goals for high school (grades 9 to 12)
12 of the keyboarding & computer access 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.
12 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.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
One-handed typing at a working rate
One-handed keyboarding
By the annual IEP review date, given a printed passage at an easy reading level, during a 3-minute timing (total divided by 3 for the per-minute rate), using a standard or one-handed keyboard, the student will type the passage with one hand from the one-handed home position independently at a rate of at least 12 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Type sentences heard from audio
Typing from dictation
By the annual IEP review date, given recorded sentences played at a steady pace, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type each sentence they hear independently at a rate of at least 16 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Move through a document with keyboard commands
Keyboard navigation
By the annual IEP review date, given a document or online form and a list of navigation tasks, with the mouse put away, the student will carry out each task with keyboard commands (such as moving by word, line, or page, jumping to the start or end, and tabbing between fields) independently with at least 85% accuracy on navigation tasks completed, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Type on an adapted keyboard
Adapted keyboards
By the annual IEP review date, given a printed passage at an easy reading level and the student's adapted keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage on the adapted keyboard for three minutes independently at a rate of at least 8 correct words per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Enter data into spreadsheet cells
Typing in spreadsheets
By the annual IEP review date, given a printed data table and a blank spreadsheet with column headings, the student will type each value into the correct cell, using tab and enter to move between cells independently with at least 95% accuracy on cells entered correctly, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Turn on sticky keys and other keyboard settings
Keyboard accessibility settings
By the annual IEP review date, given a school device with keyboard accessibility settings and the student's list of preferred settings, the student will open the keyboard accessibility settings, turn on the ones they use, and test them, performing all 5 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly.
High school keyboarding & computer access 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 6 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
How do keyboarding & computer access 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.