Read strong contractions and groupsigns
When to use this goal
For students who read alphabetic wordsigns and are learning the strong contractions (and, for, of, the, with) and strong groupsigns (such as ch, sh, th, ed, er, ou, ow, st, ar, ing). Present levels on these signs decide the probe list.
- Baseline
- Build a probe with each target sign appearing at least twice in words and in sentences. Record which signs are confused with letters that share dots (such as ed and f).
- Tips
- Score only the target signs. Plan the order with the classroom reading program so the student meets the contractions in text soon after learning them.
- Limits
- Correct reading in lists may not carry to connected text right away. The template does not set the contraction sequence; the TVI does.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-010.
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Goal
By the annual IEP review date, given braille sentences at the student's instructional level that include the strong contractions and groupsigns taught to date, the student will read each target word aloud in the sentence independently with at least 90% accuracy on target contractions and groupsigns read, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 55% 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
- 55% accuracy.
- Annual goal411 characters
- By the annual IEP review date, given braille sentences at the student's instructional level that include the strong contractions and groupsigns taught to date, the student will read each target word aloud in the sentence independently with at least 90% accuracy on target contractions and groupsigns 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 braille sentences at the student's instructional level that include the strong contractions and groupsigns taught to date
- Behavior
- The student will read each target word aloud in the sentence independently
- Criteria
- With at least 90% accuracy on target contractions and groupsigns 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 target contractions and groupsigns 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 braille sentences at the student's instructional level that include the strong contractions and groupsigns taught to date, the student will read each target word aloud in the sentence independently with at least 90% accuracy on target contractions and groupsigns 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.