Answer questions after reading a braille passage
When to use this goal
For braille readers who decode connected text and need to show they gained meaning from it, reading silently or aloud. Present levels in braille reading and in listening comprehension decide the passage level.
- Baseline
- Compare comprehension after braille reading with comprehension of the same level of text read aloud to the student. A gap points to braille reading as the barrier; no gap points to language or comprehension skills.
- Tips
- Allow the student to answer in speech or braille unless writing is part of the goal. Let the student look back in the text, since finding a detail in braille takes practice too.
- Limits
- Low scores may come from slow decoding, language needs, or the questions themselves. The template does not replace comprehension goals in the reading area for the same student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-019.
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Goal
By the annual IEP review date, given a contracted braille passage at the student's instructional level and 5 written questions in braille, the student will read the passage silently and answer each question in speech or in braille independently with at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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 goal401 characters
- By the annual IEP review date, given a contracted braille passage at the student's instructional level and 5 written questions in braille, the student will read the passage silently and answer each question in speech or in braille independently with at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a contracted braille passage at the student's instructional level and 5 written questions in braille
- Behavior
- The student will read the passage silently and answer each question in speech or in braille independently
- Criteria
- With at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 80% accuracy on comprehension questions
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a contracted braille passage at the student's instructional level and 5 written questions in braille, the student will read the passage silently and answer each question in speech or in braille independently with at least 80% accuracy on comprehension questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.