Open a braille book to the first line
When to use this goal
For preschool and kindergarten children starting shared reading with braille books. Fit depends on present levels in book handling, not age; a child new to braille at 6 may need the same steps.
- Baseline
- Observe three shared-reading starts with the book placed in a different orientation each time, and mark each step as independent, prompted, or done by the adult.
- Tips
- Place the book in a different orientation each time so the child practices checking it. A tactile marker (a cut corner or a sticker with texture) on the cover helps early on and is faded later.
- Limits
- Book handling does not measure reading. Children with motor needs may need a book stand or page fluffers; adjust the steps without lowering the expectation that the child orients the book.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-003.
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Goal
By the annual IEP review date, given a print-braille book placed on the table in a random orientation, during shared reading, the student will turn the book upright, open it, find the top of the page, and place both hands on the first braille line, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly during shared reading.
Baseline: 2 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Braille Literacy.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Braille Literacy
- Baseline
- 2 of 6 steps independently.
- Annual goal398 characters
- By the annual IEP review date, given a print-braille book placed on the table in a random orientation, during shared reading, the student will turn the book upright, open it, find the top of the page, and place both hands on the first braille line, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly during shared reading.
- Timeframe
- By the annual IEP review date
- Condition
- Given a print-braille book placed on the table in a random orientation, during shared reading
- Behavior
- The student will turn the book upright, open it, find the top of the page, and place both hands on the first braille line
- Criteria
- Performing all 6 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during shared reading
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly during shared reading
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a print-braille book placed on the table in a random orientation, during shared reading, the student will turn the book upright, open it, find the top of the page, and place both hands on the first braille line, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly during shared reading.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Find the spine and turn the book so it opens from the right side | ||||||||
| 2. Check that the book is right side up using the cover marker or the braille title | ||||||||
| 3. Open the cover | ||||||||
| 4. Turn pages one at a time to the first page of text | ||||||||
| 5. Find the top left corner of the page | ||||||||
| 6. Place both index fingers at the start of the first braille line | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.