Use both hands and a smooth return sweep
When to use this goal
For early braille readers whose hand movements slow their reading: scrubbing, heavy pressure, or losing the next line. Present levels from TVI observation decide fit; students reading connected text benefit most.
- Baseline
- Observe the student reading two passages and mark each movement as consistent, sometimes, or absent. A short video helps the TVI check the hands again.
- Tips
- Hand movements affect rate more than almost anything else in early braille reading. Score the steps, not the words read; pair with a rate goal to see the effect.
- Limits
- Some readers use one hand by choice or need; adjust the steps to their pattern rather than forcing two hands. The template does not measure accuracy or comprehension.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-008.
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Goal
By the annual IEP review date, given a double-spaced braille passage of at least 10 lines at the student's instructional level, the student will read the passage using both hands, with light touch and the left hand finding the next line while the right hand finishes the line, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
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. Direct observation 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 goal419 characters
- By the annual IEP review date, given a double-spaced braille passage of at least 10 lines at the student's instructional level, the student will read the passage using both hands, with light touch and the left hand finding the next line while the right hand finishes the line, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a double-spaced braille passage of at least 10 lines at the student's instructional level
- Behavior
- The student will read the passage using both hands, with light touch and the left hand finding the next line while the right hand finishes the line
- Criteria
- Performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly observations
- Evaluation method
- Direct observation
- Schedule
- 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 5 of 6 steps independently
- Mastery rule:
- on 3 of 4 consecutive weekly observations
- Collection schedule:
- weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, given a double-spaced braille passage of at least 10 lines at the student's instructional level, the student will read the passage using both hands, with light touch and the left hand finding the next line while the right hand finishes the line, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly observations, as measured by direct observation collected 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. Start with both index fingers at the beginning of the first line | ||||||||
| 2. Move across the line with light pressure and no scrubbing up and down | ||||||||
| 3. Keep the left hand at the start of the line until the right hand is past the middle | ||||||||
| 4. Move the left hand down to find the start of the next line while the right hand finishes | ||||||||
| 5. Move the right hand back to join the left at the start of the next line | ||||||||
| 6. Continue to the end of the page without skipping or repeating a 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: 5 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.