Skip to content
IEP Atlas
Start free trial
Menu

Low Vision & Visual Efficiency IEP goals

Visual efficiency goals are often written for students with low vision and focus on using vision and low vision tools well: handheld and video magnifiers, screen magnification, a monocular telescope for distance, visual scanning strategies, large print and contrast settings, and asking for seating and lighting that work. Good goals name the tool, the task, and the setting. Measure tool use in class with opportunities, reading or locating tasks with accuracy, and tool setup routines with a task analysis.

30 templates · How we write and review goals

Sample low vision & visual efficiency goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PKOpportunities

    Turn toward and reach for a high-contrast object

    Visual attention and reaching

    By the annual IEP review date, given a preferred object in the child's best-seen color presented against a plain black or white background within reach, the student will turn their head or eyes toward the object and reach for it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.

    Customize
  • PK, K-2Opportunities

    Find a named item on a contrasting tray

    Early visual search

    By the annual IEP review date, given 3 familiar objects on a high-contrast tray, with one named by the adult, the student will scan the items and pick up the one named independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.

    Customize
  • K-2, 3-5Task-analysis steps

    Read print with a stand magnifier

    Stand magnifier

    By the annual IEP review date, given a classroom reader or worksheet in regular print and the student's stand magnifier, the student will place the magnifier flat on the page, move it along the line, and read the line aloud, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.

    Customize
  • K-2, 3-5Percent accuracy

    Scan a worksheet row by row

    Visual scanning on a page

    By the annual IEP review date, given a worksheet with 10 target pictures or words scattered among other items, in the student's preferred print size, the student will scan the page left to right and top to bottom and mark each target independently with at least 90% accuracy on targets found on the page, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

    Customize
  • K-2, 3-5Opportunities

    Ask to see materials up close

    Requesting a closer view

    By the annual IEP review date, during whole-group lessons when the teacher shows a picture, an object, or a page, the student will raise a hand or say that they cannot see and ask to move closer or hold the item independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

    Customize
  • K-2, PK, 3-5Task-analysis steps

    Clean and put on glasses each morning

    Eyewear care

    By the annual IEP review date, during the morning arrival routine, with the glasses case in the student's backpack or desk, the student will take the glasses out of the case, clean the lenses, put them on, and put the case away, performing all 6 steps independently, on 5 consecutive school days, as measured by a task-analysis checklist collected daily during arrival.

    Customize
  • K-2, 3-5Opportunities

    Set work at a comfortable viewing distance

    Working distance and reading stands

    By the annual IEP review date, during independent reading and writing tasks, with a slant board or reading stand at the desk, the student will independently place the page or book on the slant board or stand and adjust it so they can see without bending over the desk in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

    Customize
  • K-2, 3-5Percent accuracy

    Write on bold-line paper with a dark marker

    Writing with low vision

    By the annual IEP review date, given bold-line paper and a dark felt-tip pen, during a writing task, the student will write the words with letters sitting on the bold line and spaces they can see between words independently with at least 85% accuracy on words placed on the line and readable by the student, in 3 of 4 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.

    Customize
  • 3-5, 6-8Opportunities

    Use a handheld magnifier for small print

    Handheld magnifier

    By the annual IEP review date, during class work with small print the student cannot read without magnification, such as a map, a graph label, or a glossary, the student will take out the handheld magnifier, find the focal distance, and read the small print independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.

    Customize
  • 3-5, 6-8Task-analysis steps

    Set up a video magnifier

    Video magnifier setup

    By the annual IEP review date, given a desktop or portable video magnifier and a reading or worksheet task, the student will turn on the video magnifier and set the zoom, focus, and color mode they prefer before reading, performing all 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.

    Customize
  • 3-5, 6-8Rate (per minute)

    Build reading rate on a video magnifier

    Reading with a video magnifier

    By the annual IEP review date, given an unpracticed passage in regular print at the student's instructional level, on the video magnifier at the student's preferred settings, the student will read the passage aloud for one minute, moving the reading table smoothly along each line independently at a rate of at least 60 words read correctly per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.

    Customize
  • 3-5, 6-8Percent accuracy

    Spot distant targets with a monocular

    Monocular telescope: spotting

    By the annual IEP review date, given numbered cards posted at different places around the classroom and the student's monocular, the student will find each target without the monocular, raise the monocular, focus it, and read the number or word aloud independently with at least 85% accuracy on distant targets read, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

    Customize

18 more low vision & visual efficiency templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What low vision & visual efficiency involves

  • Using a handheld magnifier for near tasks
  • Setting up and using a video magnifier
  • Using screen magnification, large print, and contrast settings
  • Using a monocular telescope to read the board or signs
  • Visual scanning strategies to find items on a page or in a room
  • Requesting seating and lighting, and caring for eyewear and tools

Baseline and measurement considerations

  • Start with the TVI's functional vision evaluation and learning media assessment to choose tools and tasks.
  • Score tool setup, such as turning on the video magnifier and adjusting zoom and contrast, as a task analysis.
  • Count opportunities to use the right tool in class, such as each time the board has new information.
  • Use accuracy for reading or locating tasks with a tool, such as finding 8 of 10 targets on a map.
  • The TVI leads data; classroom teachers record real use, and the student can rate how well the tool worked.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Timed probes: A fixed-length timing (for example, 1 or 2 minutes) used to calculate a per-minute rate.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing low vision & visual efficiency goals

  • Writing "will use vision better" without naming the tool or task.
  • Practicing tools only in the TVI's room, so they are not used in class.
  • Leaving out the student's own choice of tool; many students prefer one tool for some tasks and another for others.
  • Measuring with an eye chart score, which is a medical measure and not an IEP skill.
  • Writing a goal about wearing glasses rather than caring for them or asking for the access the student needs.

Frequently asked questions

How do I write an IEP goal for magnifier use?

Name the tool and a real task. For example: during independent reading, the student will select and use a handheld magnifier to read text smaller than their preferred print size in 4 of 5 opportunities. The TVI picks the tool and target from the functional vision evaluation.

What is a good low vision goal for high school?

Using screen magnification and contrast settings on a school laptop, or a monocular for reading signs on a community trip, fits older students. Asking teachers for materials in a preferred format is another strong goal.

How often should I collect data on low vision goals?

The TVI usually checks data each session or weekly. Classroom tool use can be logged a few times a week.

Who writes low vision goals?

The TVI usually writes them with the team, using the functional vision evaluation and learning media assessment. Classroom teachers help with data on real use.

References

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.

Start 14-day free trialOpen workspaceSee the demo