Read and write braille numbers
When to use this goal
For young braille users learning numbers in braille, which use the numeric indicator before the letters a to j. Present levels in letter knowledge and counting decide fit.
- Baseline
- Probe numbers in the classroom math range, both reading and writing. Record errors where the student reads the number as a letter or omits the numeric indicator.
- Tips
- Probe reading and writing on separate days or score them separately. Check which math code the district uses for early math (UEB or Nemeth) and probe in that code.
- Limits
- Number reading is not computation. A student may read numbers on cards but not in a crowded worksheet; probe both.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-012.
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Goal
By the annual IEP review date, given braille number cards and math worksheets with numbers up to the range taught, the student will read each braille number aloud independently with at least 90% accuracy on braille numbers read or written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. Work-sample analysis 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 goal330 characters
- By the annual IEP review date, given braille number cards and math worksheets with numbers up to the range taught, the student will read each braille number aloud independently with at least 90% accuracy on braille numbers read or written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given braille number cards and math worksheets with numbers up to the range taught
- Behavior
- The student will read each braille number aloud independently
- Criteria
- With at least 90% accuracy on braille numbers read or written, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 braille numbers read or written
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given braille number cards and math worksheets with numbers up to the range taught, the student will read each braille number aloud independently with at least 90% accuracy on braille numbers read or written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.