Read alphabetic wordsigns in sentences
When to use this goal
For students learning UEB contracted braille, where single letters standing alone mean whole words (b for but, c for can, and so on). Present levels on the wordsigns taught decide which to probe.
- Baseline
- Probe each wordsign taught so far twice: once alone in a list and once in a sentence. Errors in sentences but not in lists show the student is not yet checking for the standing-alone rule.
- Tips
- Score only the wordsigns, not the other words in the sentence. Teach the standing-alone idea directly: the letter means the word only when it has space or punctuation on both sides.
- Limits
- The template covers one contraction group. Students with additional learning needs may need fewer wordsigns at a time. The list of wordsigns taught is set by the TVI, not by the template.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-009.
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Goal
By the annual IEP review date, given short braille sentences that include the alphabetic wordsigns taught to date, the student will read each sentence aloud, saying the whole word for each alphabetic wordsign independently with at least 90% accuracy on alphabetic wordsigns read, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal385 characters
- By the annual IEP review date, given short braille sentences that include the alphabetic wordsigns taught to date, the student will read each sentence aloud, saying the whole word for each alphabetic wordsign independently with at least 90% accuracy on alphabetic wordsigns read, 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 short braille sentences that include the alphabetic wordsigns taught to date
- Behavior
- The student will read each sentence aloud, saying the whole word for each alphabetic wordsign independently
- Criteria
- With at least 90% accuracy on alphabetic wordsigns read, 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 alphabetic wordsigns read
- 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 short braille sentences that include the alphabetic wordsigns taught to date, the student will read each sentence aloud, saying the whole word for each alphabetic wordsign independently with at least 90% accuracy on alphabetic wordsigns read, 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.