Transition coordinator Vision, Hearing & Assistive Technology IEP goals
27 vision, hearing & assistive technology templates tagged for the transition coordinator or job coach, across 8 skills: keyboarding & computer access, low vision & visual efficiency, hearing technology self-management, orientation & mobility, assistive technology use, sign language & visual communication, auditory skills (Deaf & hard of hearing), braille literacy. Each opens in the builder with a matching data sheet.
27 templates · 8 skills · 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Format a typed resume
Professional documents
By the annual IEP review date, given a resume template or a model and the student's own information, the student will type their resume with each section formatted to match the model and save it as a file to send independently with at least 90% accuracy on resume formatting checklist items, in 2 of 3 consecutive drafts, as measured by work-sample analysis collected monthly.
Send an email with an attachment
Typing and sending email
By the annual IEP review date, given a reason to email a teacher or employer and a file to attach, the student will type the address, subject, and message, attach the file, check it, and send, performing all 7 steps independently, on 3 consecutive emails, as measured by a task-analysis checklist collected twice a month.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Read labels and menus with a phone magnifier
Magnifier apps in the community
By the annual IEP review date, during community lessons at a store, restaurant, or pharmacy, with the student's phone, the student will open the magnifier or camera app, zoom and light the text, and read the needed information independently in at least 5 of 6 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Fill out a print form using magnification
Completing print forms
By the annual IEP review date, given a sample job application, medical intake form, or bank form in regular print, with the student's magnifier or phone app, the student will read each field with magnification and write the requested information in the right space independently with at least 90% accuracy on form fields completed correctly, in 3 of 4 consecutive monthly probes, as measured by work-sample analysis collected monthly.
Hearing Technology Self-Management Vision, Hearing & Assistive Technology
Make a phone call through relay or captions
Relay and captioned calls
By the annual IEP review date, given a real reason to call (such as booking an appointment or asking about a job), with the student's captioned phone app or video relay service, the student will place the call through the relay or caption service, state the reason, get the needed information, and record it, performing all 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected twice a month.
Book an audiology appointment and order supplies
Managing audiology care
By the annual IEP review date, given a need for a hearing test, earmold, repair, or supplies, with the clinic's phone line or online portal, the student will contact the clinic, give their information, book the appointment or order supplies, and record the details, performing all 6 steps independently, on 3 consecutive opportunities, as measured by a task-analysis checklist collected monthly.
Orientation & Mobility Vision, Hearing & Assistive Technology
Plan a bus trip with a transit app
Trip planning
By the annual IEP review date, given a destination and an arrival time, with a phone that has a transit app and the student's accessibility settings, the student will find the route, the stop, the departure time, and the transfer if needed, and tell or write the trip plan, performing all 7 steps independently, on 3 consecutive planned trips, as measured by a task-analysis checklist collected during O&M lessons, twice a month.
Ride a city bus to a set stop
Fixed-route bus travel
By the annual IEP review date, during an O&M lesson on a planned bus trip, with the O&M specialist on the bus but not seated with the student, the student will find the stop, confirm the bus number, board and pay, ask for the stop, signal, and exit at the right stop, performing all 9 steps independently, across 4 consecutive bus trips, as measured by a task-analysis checklist collected during each bus lesson.
Assistive Technology Use Vision, Hearing & Assistive Technology
Write a professional email with dictation
Speech-to-text for professional writing
By the annual IEP review date, given a real reason to email (such as asking a teacher about a grade or replying to a job posting), with speech-to-text on their device, the student will dictate the email with a subject, greeting, clear message, and closing, then edit and send it independently with at least 90% accuracy on sentences free of dictation errors, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Request AT accommodations for college or testing
Requesting AT accommodations after high school
By the annual IEP review date, when preparing for a college entrance exam, a college application, or a job training program, the student will find the request process, gather the needed documents, and submit a request that names their AT and why it is needed independently in at least 2 of 3 opportunities, across 2 consecutive semesters, as measured by frequency recording collected monthly.
Sign Language & Visual Communication Vision, Hearing & Assistive Technology
Request an interpreter for an event
Requesting an interpreter
By the annual IEP review date, when planning for a school event, college visit, job interview, or appointment that needs an interpreter, the student will contact the right person or office, request an interpreter with the date, time, place, and topic, and confirm independently in at least 3 of 4 opportunities, across 2 consecutive semesters, as measured by frequency recording collected monthly.
Explain how to work with an interpreter
Explaining interpreter use
By the annual IEP review date, when meeting a new teacher, coach, or job supervisor, during a planned conversation through the interpreter, the student will explain in ASL how to work with the interpreter, including speaking to them directly, allowing time for lag, and sharing materials ahead without notes, earning a score of at least 7 out of 8 on a 4-row interpreter self-advocacy rubric scored 0 to 2 per row, in 3 of 4 consecutive opportunities, as measured by a defined scoring rubric collected monthly.
Auditory Skills (Deaf & Hard of Hearing) Vision, Hearing & Assistive Technology
Get information from a recorded phone menu
Automated phone systems
By the annual IEP review date, given a call to an automated phone line (such as a store's hours line or a pharmacy refill line) on the student's phone, the student will choose the menu options heard and write down the needed information independently with at least 80% accuracy on menu tasks completed correctly, in 3 of 4 consecutive monthly probes, as measured by work-sample analysis collected monthly.
Follow spoken instructions at a job site
Listening at work
By the annual IEP review date, at a job site with background noise, when the supervisor gives a spoken instruction, the student will carry out the instruction, asking to repeat or confirm any part they missed independently in at least 5 of 6 opportunities, across 3 consecutive work shifts, as measured by direct observation collected each work shift.
Braille Literacy Vision, Hearing & Assistive Technology
Request missing braille materials from teachers
Requesting accessible materials
By the annual IEP review date, when a handout, test, or reading arrives in print only or is missing in a general education class, the student will tell the teacher which item is missing and ask for it in braille or a digital file by a set date independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected weekly from a request log.
Braille, low vision tools, orientation and mobility, hearing technology, auditory skills, sign communication, assistive technology, and keyboarding. This goal bank for transition coordinators covers career exploration, job seeking, postsecondary education, independent living, personal finance, community access, and self-determination. Annual goals are written to build toward the student's measurable postsecondary goals.
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 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 9 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
When does transition planning have to start?
Under 34 CFR 300.320(b), transition content begins with the first IEP in effect when the student turns 16, or younger if the team decides. Many states start earlier, so check your state's rule.
How do annual goals connect to postsecondary goals?
Each annual goal should be a step toward a postsecondary goal for education or training, employment, or independent living. For example, a goal for completing job applications supports an employment postsecondary goal.
What transition assessments should I use?
Age-appropriate transition assessments can include interest inventories, interviews with the student and family, work-site observations, and independent living checklists. Use more than one source and update them each year.
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