Measurable goals and objectives regarding the use of assistive technology should relate to the present level of educational performance utilizing the assistive technology or service. Citing specific equipment or software in goals and objectives is not recommended. Rather, include the specific target skill in the goals, and note the assistive technology device attributes that are necessary for the student to succeed in the section of the IEP that addresses accommodations to be provided. It is critical to relate the use of the technology to a functional outcome to avoid the mistake of focusing on the equipment as an end in itself rather than a means to an end. Assistive technology needs in the present level statement should also be reflected in classroom and assessment accommodations, if applicable.

Example Goal based on an OSERS Dear Colleague Letter

Darin will determine how details support the main idea of a text using reading comprehension strategies, plus audio books and text-to-speech tools (AIM and AT), with 80% accuracy at the end of the fourth quarter.

This is not a restatement of the curriculum but a prioritization of the skills and knowledge most important to the student’s success.

An example IEP Team consideration process addressing reading is provided in the Deal Colleague letter from OSERS, November 16, 2015.