Find own name label in braille
When to use this goal
For young braille learners who are ready to use braille for a real purpose in the classroom. Present levels in tactile discrimination decide fit; the name label is often the first word a child reads.
- Baseline
- Watch five routine moments (hook, chair, cubby, work folder, snack spot) and record whether the child finds their own label, needs a cue, or is shown it. Note how many other labels were nearby.
- Tips
- Label real places the child uses every day, so finding the name has a purpose. Put labels in the same position on each object so the child knows where to search.
- Limits
- Finding a familiar label may rely on length or one cell rather than reading the whole word. Pair it with letter goals before calling it word reading.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-004.
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Goal
By the annual IEP review date, during arrival and other classroom routines, given braille name labels on the child's hook, chair, and materials among labels for other children, the student will find the label or card with their own name in braille and use it to choose their own spot or item independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during arrival.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 1 of 5 opportunities.
- Annual goal430 characters
- By the annual IEP review date, during arrival and other classroom routines, given braille name labels on the child's hook, chair, and materials among labels for other children, the student will find the label or card with their own name in braille and use it to choose their own spot or item independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during arrival.
- Timeframe
- By the annual IEP review date
- Condition
- During arrival and other classroom routines, given braille name labels on the child's hook, chair, and materials among labels for other children
- Behavior
- The student will find the label or card with their own name in braille and use it to choose their own spot or item independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed days
- Evaluation method
- Direct observation
- Schedule
- Daily during arrival
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during arrival
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during arrival and other classroom routines, given braille name labels on the child's hook, chair, and materials among labels for other children, the student will find the label or card with their own name in braille and use it to choose their own spot or item independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during arrival.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.