TVI IEP goal bank
75 templates across 5 skills in vision, hearing & assistive technology and reading. Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
75 templates · 5 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.
Low Vision & Visual Efficiency Vision, Hearing & Assistive Technology
Turn toward and reach for a high-contrast object
Visual attention and reaching
By the annual IEP review date, given a preferred object in the child's best-seen color presented against a plain black or white background within reach, the student will turn their head or eyes toward the object and reach for it independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.
Find a named item on a contrasting tray
Early visual search
By the annual IEP review date, given 3 familiar objects on a high-contrast tray, with one named by the adult, the student will scan the items and pick up the one named independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each TVI session.
Braille Literacy Vision, Hearing & Assistive Technology
Track a braille line from left to right
Tactile tracking
By the annual IEP review date, given a tactile worksheet of double-spaced raised lines, during a short TVI session, the student will independently move the fingertips of both hands along the line from the left margin to the end without lifting off the line in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each TVI session.
Match tactile shapes and dot patterns
Tactile discrimination
By the annual IEP review date, given a row of 4 raised shapes or braille cells, with one that matches a target at the left of the row, the student will find and touch the item in the row that matches the target independently with at least 85% accuracy on matching and odd-one-out rows, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Print Concepts & Early Literacy Reading
Track a tactile line from left to right
Tactile print and braille readiness
By the annual IEP review date, during a tactile book or worksheet activity with raised lines of 6 to 12 inches, the student will find the start of the raised line by touch and move both hands along it from left to right to the end independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Orientation & Mobility Vision, Hearing & Assistive Technology
Walk with a sighted guide
Sighted guide
By the annual IEP review date, when walking with a familiar adult or peer guide from the classroom to another room in the school, the student will take the guide's arm with the guide grip and walk a half step behind, following the guide's turns and stops, performing all 5 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected during each O&M lesson.
Move to positions named by spatial words
Body and spatial concepts
By the annual IEP review date, during an O&M lesson or movement game, given a direction with a spatial word and a familiar object or person, the student will move their body or an object to the position named (such as in front of the chair or beside the door) independently in 6 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each O&M lesson.
Keyboarding & Computer Access Vision, Hearing & Assistive Technology
Touch-type with the keyboard covered
Touch typing
By the annual IEP review date, given a short sentence read aloud or shown on screen, with a keyboard cover over the hands, the student will type each sentence by touch with the keyboard covered independently with at least 90% accuracy on letters typed correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Move through a document with keyboard commands
Keyboard navigation
By the annual IEP review date, given a document or online form and a list of navigation tasks, with the mouse put away, the student will carry out each task with keyboard commands (such as moving by word, line, or page, jumping to the start or end, and tabbing between fields) 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.
This goal bank for teachers of students with visual impairments covers braille literacy, low vision tools and visual efficiency, tactile graphics, assistive technology, and the expanded core curriculum skills TVIs teach. Each goal names the medium and tool so the data stay consistent.
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 24 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 31 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 13 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
What goals do TVIs usually write?
Braille reading and writing, use of magnifiers and screen magnification, tactile graphics, assistive technology, and self-advocacy for access are common. Many TVIs also support independent living and social skills from the expanded core curriculum.
How does the learning media assessment shape goals?
It shows which media work for the student for reading and writing, such as braille, print, or both, and that guides which literacy goals to write. The team must provide braille instruction unless it decides after evaluation that braille is not appropriate (34 CFR 300.324(a)(2)(iii)).
How do TVIs measure braille goals?
With accuracy on letters and contractions, reading rate on connected text, and opportunities for using braille or a notetaker in class. Weekly probes during TVI sessions are common.
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.