Identify uncontracted braille letters
When to use this goal
For beginning braille readers learning the alphabet letters. Start from the letters the student identifies now; many teams teach letters alongside early contractions rather than waiting for the full alphabet.
- Baseline
- Probe every letter taught so far in random order, twice each. Note reversals (such as d and f, e and i, h and j), which tell the TVI which pairs to teach apart.
- Tips
- Score each letter once per presentation. Accept the letter name or sound, whichever the reading program uses, but keep the same rule all year. Mirror-image pairs need extra practice in isolation and in words.
- Limits
- Letter identification in isolation is faster to measure but does not show reading in text. In UEB many single letters also stand for whole words, so pair this with a wordsign goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-005.
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Goal
By the annual IEP review date, given a randomized list of single braille letters taught to date, spaced with one blank cell between letters, the student will say the name or sound of each braille letter independently with at least 90% accuracy on braille letters presented, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 45% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives percent accuracy 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
- 45% accuracy.
- Annual goal379 characters
- By the annual IEP review date, given a randomized list of single braille letters taught to date, spaced with one blank cell between letters, the student will say the name or sound of each braille letter independently with at least 90% accuracy on braille letters presented, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a randomized list of single braille letters taught to date, spaced with one blank cell between letters
- Behavior
- The student will say the name or sound of each braille letter independently
- Criteria
- With at least 90% accuracy on braille letters presented, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on braille letters presented
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given a randomized list of single braille letters taught to date, spaced with one blank cell between letters, the student will say the name or sound of each braille letter independently with at least 90% accuracy on braille letters presented, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.