Load paper and set up the braillewriter
When to use this goal
For students who write on a manual braillewriter and are ready to set it up themselves. Present levels in hand strength and sequencing decide fit; a younger student may do the first few steps while the adult finishes.
- Baseline
- Watch the student set up the braillewriter three times without help and mark each step as independent, prompted, or done by the adult. Note which steps need hand strength the student does not have yet.
- Tips
- Teach the steps in the same order every time. Start a timer only after the steps are independent; speed matters later, when setup time eats into class work.
- Limits
- Steps fit a manual braillewriter; an electronic braillewriter or notetaker needs a different list. The template does not cover writing quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-007.
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Goal
By the annual IEP review date, given a braillewriter with the paper rest and a sheet of braille paper at the student's work area, the student will load the paper and set the braillewriter to the first writing line, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal352 characters
- By the annual IEP review date, given a braillewriter with the paper rest and a sheet of braille paper at the student's work area, the student will load the paper and set the braillewriter to the first writing line, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a braillewriter with the paper rest and a sheet of braille paper at the student's work area
- Behavior
- The student will load the paper and set the braillewriter to the first writing line
- Criteria
- Performing at least 7 of 8 steps independently, on 4 of 5 observed days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
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 at least 7 of 8 steps independently
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a braillewriter with the paper rest and a sheet of braille paper at the student's work area, the student will load the paper and set the braillewriter to the first writing line, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.
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. Turn the paper release knobs toward themselves to open the rollers | ||||||||
| 2. Push the embossing head to the far left | ||||||||
| 3. Place the paper against the paper table with the edge flush | ||||||||
| 4. Close the paper release knobs to grip the paper | ||||||||
| 5. Roll the paper in until it stops | ||||||||
| 6. Roll back to the first writing line | ||||||||
| 7. Set the margin stops if the assignment needs them | ||||||||
| 8. Press the space bar and check that the head moves | ||||||||
| 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: 7 of 8).
- 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.