Compose sentences in contracted braille
When to use this goal
For braille writers who write single words and are moving to sentences and short paragraphs with correct contractions, capitals, and punctuation. Present levels from writing samples decide fit.
- Baseline
- Collect three writing samples and score each word for correct contraction, capital, and number indicator use. Score spelling and content separately so code use is measured on its own.
- Tips
- Score the code, not the ideas; the classroom teacher scores content with the class rubric. Ask the TVI to translate the work to print so the classroom teacher can grade it on time.
- Limits
- Code accuracy does not measure writing quality. Work done on a notetaker with automatic translation from print can hide code knowledge; set the device to contracted braille input.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-020.
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Goal
By the annual IEP review date, given a writing prompt and 15 minutes on a braillewriter, the student will write sentences in contracted braille with capital indicators and ending punctuation independently with at least 85% accuracy on words written with correct braille code use, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
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. 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
- 55% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a writing prompt and 15 minutes on a braillewriter, the student will write sentences in contracted braille with capital indicators and ending punctuation independently with at least 85% accuracy on words written with correct braille code use, in 3 of 4 consecutive biweekly writing samples, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a writing prompt and 15 minutes on a braillewriter
- Behavior
- The student will write sentences in contracted braille with capital indicators and ending punctuation independently
- Criteria
- With at least 85% accuracy on words written with correct braille code use, in 3 of 4 consecutive biweekly writing samples
- 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 85% accuracy on words written with correct braille code use
- Mastery rule:
- in 3 of 4 consecutive biweekly writing samples
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a writing prompt and 15 minutes on a braillewriter, the student will write sentences in contracted braille with capital indicators and ending punctuation independently with at least 85% accuracy on words written with correct braille code use, in 3 of 4 consecutive biweekly writing samples, 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.