Assistive Technology IEP goal bank
90 templates across 18 skills in 8 areas, led by vision, hearing & assistive technology, science, social studies & digital literacy, and motor & sensory skills (OT, PT & adapted PE). Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
90 templates · 18 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Assistive Technology Use Vision, Hearing & Assistive Technology
Open a digital book and start read-aloud
Text-to-speech: opening a digital book
By the annual IEP review date, during independent reading time, given a tablet with a digital library app and the student's login, the student will log in, find the assigned book, open it, and turn on read-aloud with word highlighting, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Press a switch to make something happen
Switch access: cause and effect
By the annual IEP review date, given a switch placed at the body site chosen by the OT, connected to a computer or tablet cause-and-effect activity, the student will press the switch to start the activity and press again when it stops independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each session.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Copy printed text at a steady typing rate
Copying rate
By the annual IEP review date, given a printed passage at an easy reading level beside the keyboard, during a 3-minute timing (total divided by 3 for the per-minute rate), the student will type the passage as written for three minutes independently at a rate of at least 15 correct words per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Key in numbers and common symbols
Numbers and symbols
By the annual IEP review date, given a list of numbers, dates, prices, and math expressions to type, the student will type each number and symbol correctly, using shift for the top symbols independently with at least 90% accuracy on numbers and symbols typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Connect hearing devices to a laptop or phone
Streaming and pairing
By the annual IEP review date, at the start of an online lesson or a video assignment on a school laptop, the student will pair or connect their device to the laptop or phone, set the volume, and check the sound before starting, performing all 6 steps independently, on 3 consecutive setups, as measured by a task-analysis checklist collected weekly.
Use a live caption app in conversation
Live caption apps
By the annual IEP review date, during a group conversation, club meeting, or small-group activity without an interpreter or captioner, the student will open the caption app, place the device where it picks up the speakers, and read the captions to follow and join the talk independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly.
Vocational & Work Readiness Transition & Postsecondary Skills
Enter spreadsheet data at a steady rate
Production rate to the workplace standard
By the annual IEP review date, given paper forms with data to enter, a spreadsheet template and a 10-minute timed work sample (total divided by 10 for the per-minute rate), the student will enter each record correctly into the right cells during the timed sample independently at a rate of at least 5 correct entries per minute, on 3 consecutive weekly timed samples, as measured by timed probes collected weekly.
Use a task app instead of coach prompts
Fading the job coach
By the annual IEP review date, at each task change during a work-based learning shift, with a task app on own phone or tablet, the student will independently check the task app and start the next task without a prompt from the job coach in at least 5 of 6 opportunities, across 3 consecutive shifts, as measured by direct observation collected at each shift.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
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.
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.
Braille Literacy Vision, Hearing & Assistive Technology
Write and save a notetaker file
Electronic braille notetakers
By the annual IEP review date, given an electronic braille notetaker and a classroom assignment to complete, the student will create, name, write, and save a document in the class folder on the notetaker, performing at least 8 of 9 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Navigate a digital text on a braille display
Refreshable braille display
By the annual IEP review date, given a digital textbook chapter with headings, opened on a refreshable braille display paired with a computer or tablet, the student will carry out each requested navigation task, such as moving to the next heading, finding a named section, or reading a table row 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.
Orientation & Mobility Vision, Hearing & Assistive Technology
Follow GPS app directions on a walking route
GPS navigation apps
By the annual IEP review date, during a community O&M lesson on a walking route to a new destination, with a GPS app set up on the student's phone, the student will enter the destination, follow each spoken direction, and check position at each intersection using the app and their own skills independently in 5 of 5 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Digital Literacy & Online Safety Science, Social Studies & Digital Literacy
Log out and put the device away
Device routines
By the annual IEP review date, at the end of a tablet or laptop work session when the adult gives the clean-up signal, the student will finish the end-of-session device routine before leaving the station, performing at least 5 of 6 steps independently, across 5 consecutive device sessions, as measured by a task-analysis checklist collected daily, summarized weekly.
Find and open a named learning app
Navigating a learning app
By the annual IEP review date, given a school tablet on the home screen and 5 spoken directions to open a named app or activity, the student will find the named app or activity, open it, and return to the home screen with the home or back button independently with 100% accuracy on app navigation directions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
All 18 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Vision, Hearing & Assistive Technology
Science, Social Studies & Digital Literacy
Motor & Sensory Skills (OT, PT & Adapted PE)
Transition & Postsecondary Skills
Functional & Independence Skills
Social-Emotional & Communication
Speech & Language
This goal bank for assistive technology specialists covers text-to-speech, speech-to-text, word prediction, switch and eye-gaze computer access, keyboarding, and choosing and setting up tools. Communication devices are covered in the AAC goals, and each goal names the tool and task.
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 33 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 21 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 27 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
Does every IEP have to consider assistive technology?
Yes. The IEP team must consider whether the student needs assistive technology devices and services (34 CFR 300.324(a)(2)(v)). The decision and any tools are written in the IEP.
What makes an AT goal measurable?
It names the tool, the task, and what the student does on their own, and it measures the student's use, not the tool. Opportunities, task-analysis steps for setup, and work completion are common measures.
Who collects AT data?
Classroom teachers usually record tool use during assignments, and the AT specialist checks setup and access. Logging days the tool was unavailable keeps the data fair.
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