Low Vision & Visual Efficiency IEP goals for high school (grades 9 to 12)
16 of the low vision & visual efficiency 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.
16 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.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Use a tablet camera to view the board
Tablet camera for distance viewing
By the annual IEP review date, during a lesson with notes, slides, or a demonstration at the front of the room, with a tablet and a camera or magnifier app, the student will aim the tablet camera, zoom to read the board or slide, and take a photo of it to review later independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected twice weekly.
Scan toward the side of field loss
Scanning for field loss
By the annual IEP review date, given a page or a screen with targets placed across the whole width, the student will turn their head or eyes toward the side of field loss to check the whole page and mark each target independently with at least 90% accuracy on targets found on the side of field loss, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Zoom and pan to read a web page
Screen magnification
By the annual IEP review date, given a class website or article on a computer with screen magnification turned on and a list of 10 things to find, the student will zoom in and out and pan across the page to find each requested item and read it aloud independently with at least 85% accuracy on items found on the page, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Set large text and contrast on a device
Display and contrast settings
By the annual IEP review date, given a new or reset school device and the student's list of preferred settings, the student will open the accessibility settings and set text size, contrast, cursor size, and zoom to their preferences, performing all 6 steps independently, on 3 consecutive device setups, as measured by a task-analysis checklist collected monthly and whenever a device is replaced.
Request preferred seating and lighting
Requesting seating and lighting
By the annual IEP review date, at the start of a new term or in a new class, with a seat that does not meet the student's visual needs, the student will tell the teacher where they need to sit and why, or ask for blinds or lights to be adjusted independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected weekly during the first month of each term, then monthly.
Read charts and maps with magnification
Reading graphics with magnification
By the annual IEP review date, given a printed chart, map, or graph from a class text and the student's magnifier or video magnifier, with 6 questions, the student will view the whole graphic, then magnify parts to read the title, labels, and key, and answer each question independently with at least 80% accuracy on graphic questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
High school low vision & visual efficiency 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do low vision & visual efficiency 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.