Braille reading rate on decodable text
When to use this goal
For early braille readers who read connected text and are building speed. Present levels from timed readings, not grade-level print norms, decide the target; braille rates grow more slowly than print rates in the early years.
- Baseline
- Give three unpracticed passages over a week and use the median words read correctly per minute. Note the contractions that cause errors and whether hand movements slow the student down.
- Tips
- Use passages that contain only taught contractions, or the probe measures new material rather than speed. Count self-corrections as correct. Pair with a hand-movement goal if the student scrubs or loses lines.
- Limits
- Rate alone does not show comprehension. Print reading norms do not apply; compare the student with their own baseline. Fatigue and cold hands affect rate, so probe at a similar time of day.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-011.
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Goal
By the annual IEP review date, given an unpracticed decodable passage in braille using only the letters and contractions taught to date, the student will read the passage aloud for one minute independently at a rate of at least 25 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 8 words read correctly per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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
- 8 words read correctly per minute.
- Annual goal346 characters
- By the annual IEP review date, given an unpracticed decodable passage in braille using only the letters and contractions taught to date, the student will read the passage aloud for one minute independently at a rate of at least 25 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed decodable passage in braille using only the letters and contractions taught to date
- Behavior
- The student will read the passage aloud for one minute independently
- Criteria
- At a rate of at least 25 words read correctly per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 25 words read correctly per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given an unpracticed decodable passage in braille using only the letters and contractions taught to date, the student will read the passage aloud for one minute independently at a rate of at least 25 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: words read correctly per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.