Decode lower-cell contractions in words
When to use this goal
For contracted braille readers who know the upper-cell contractions and are learning lower-cell signs (such as be, con, dis, en, in, was, were, his), which are easy to confuse because they sit low in the cell. Present levels on these signs decide the probe list.
- Baseline
- Probe each lower-cell sign at least twice, in a word and in a sentence. Record whether errors are upper-lower confusions (such as reading en as e), which shows a position problem rather than a memory problem.
- Tips
- Score only the target words. Put look-alike upper-cell signs in the same probe on purpose, so the data shows whether the student checks dot position.
- Limits
- Lower-cell signs are one group of contractions; the TVI sets the order. Reading them correctly in short texts does not show speed on long passages.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given braille sentences at the student's instructional level that include the lower-cell contractions taught to date, the student will read each word containing a lower-cell sign aloud independently with at least 90% accuracy on lower-cell contractions 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 goal395 characters
- By the annual IEP review date, given braille sentences at the student's instructional level that include the lower-cell contractions taught to date, the student will read each word containing a lower-cell sign aloud independently with at least 90% accuracy on lower-cell contractions 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 lower-cell contractions taught to date
- Behavior
- The student will read each word containing a lower-cell sign aloud independently
- Criteria
- With at least 90% accuracy on lower-cell contractions 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 lower-cell contractions 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 lower-cell contractions taught to date, the student will read each word containing a lower-cell sign aloud independently with at least 90% accuracy on lower-cell contractions 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.