Math IEP goals for Visual Impairment
19 math templates across 7 skills: geometry & spatial reasoning, measurement, time & money, algebra & equations, number sense, patterns, data & graphs, addition & subtraction, math problem solving. Each opens in the builder with a matching data sheet.
19 templates · 7 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Classify angles and measure them with a protractor
Classifying and measuring angles
By the annual IEP review date, given 10 angles in different orientations and the direction to classify each as acute, right, obtuse or straight, the student will label each angle with its classification independently with at least 85% accuracy on angles, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Plot and name points on a coordinate grid
Coordinate plane
By the annual IEP review date, given 10 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Measure length with a ruler to the nearest unit or fraction
Measuring with a ruler
By the annual IEP review date, given 10 objects or line segments and a ruler, with the direction to measure to the nearest inch or centimeter, the student will line up the zero mark with one end and write the length with the correct unit independently with at least 85% accuracy on measurements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Read a thermometer, measuring cup or scale
Reading scales and gauges
By the annual IEP review date, given 10 pictured or real thermometers, measuring cups and kitchen scales with marks between the labeled numbers, the student will read each scale and write the value with its unit independently with at least 85% accuracy on scale readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Algebra & Equations Math
Graph inequalities on a number line
Inequalities
By the annual IEP review date, given 10 inequalities with a variable on the left and a number line for each, the student will draw an open or closed circle at the boundary and shade or draw an arrow in the correct direction independently with at least 90% accuracy on inequality graphs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Plot ordered pairs from a table
From function tables to graphs
By the annual IEP review date, given a two-column table of 6 ordered pairs in the first quadrant and a coordinate grid, the student will plot each ordered pair on the grid and label it independently with 100% accuracy on plotted points, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Number Sense Math
Count claps, jumps or drum beats
Counting sounds and actions
By the annual IEP review date, when an adult claps, taps a drum or rings a bell 2 to 8 times at a steady pace and asks "how many?", the student will say, sign or select how many sounds were made independently in at least 5 of 6 trials, on 3 of 4 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Enter a number on a keypad
Entering numbers on a keypad
By the annual IEP review date, given a written number of 3 to 10 digits, such as a phone number or a microwave time, and a phone, calculator or microwave keypad, the student will type the number on the keypad and check the display against the written number before pressing enter or start independently with 100% accuracy on numbers entered, across 4 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Find information in a table or chart
Reading tables and charts
By the annual IEP review date, given a table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Rewrite horizontal problems in aligned columns
Lining up place values
By the annual IEP review date, given 10 addition and subtraction problems written across the page with numbers of different lengths, the student will rewrite each problem in columns with ones under ones and solve it independently with at least 90% accuracy on aligned problems, on 4 of 5 consecutive work samples, as measured by work-sample analysis collected weekly.
Math Problem Solving Math
Plan the time and cost of a trip
Planning a trip with time and cost
By the annual IEP review date, given a bus or train schedule, fares and an arrival time to meet, for a planned community trip, the student will find the departure time needed, the travel time and the round-trip cost, and write them on a trip plan independently with at least 85% accuracy on trip plan items, on 3 of 4 consecutive trip plans, as measured by work-sample analysis collected every two weeks.
Number sense, operations, fractions, and problem solving. Goals for students with a visual impairment, including blindness, cover access to print and digital materials, orientation and mobility, functional vision tasks, and the expanded core curriculum skills that sighted peers learn incidentally. Each goal names the medium and tools the student uses.
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 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 15 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What is the expanded core curriculum?
A set of skill areas specific to students with visual impairments, including compensatory access skills (braille, assistive technology), orientation and mobility, independent living, social interaction, and self-determination. IEP goals often come from these areas.
Should the goal name braille or large print?
Yes, in the condition, so the measure is consistent. IDEA requires the team to provide braille instruction unless the evaluation shows it is not appropriate (34 CFR 300.324(a)(2)(iii)).
How are math goals measured for students with visual impairment?
With accuracy on problem sets, digits correct per minute on fact probes, and percent of word problems solved with a defined strategy. The goal states whether tools such as number lines or calculators are part of the condition.
Should math goals be timed?
Rate measures suit fact fluency; accuracy measures suit computation and problem solving. If timing is a barrier for the student, choose accuracy with a fixed item set.
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