Low Vision & Visual Efficiency IEP goals for grades 3 to 5
17 of the low vision & visual efficiency templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
17 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
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.
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.
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.
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.
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.
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.
Grades 3 to 5 low vision & visual efficiency goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What changes in low vision & visual efficiency goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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.