Solve math problems written in braille math code
When to use this goal
For braille users doing grade-level math in Nemeth code or UEB technical, as the district uses. Present levels in reading math symbols and in computation decide fit.
- Baseline
- Give a short set of problems at the classroom level and score separately whether the setup is correct and whether the answer is correct. The split tells you whether the code or the math is the barrier.
- Tips
- Agree with the math teacher which skills count; the TVI checks the code and the teacher checks the math. Brailled worksheets must arrive the same day as print ones.
- Limits
- The template measures math in braille code, not math reasoning alone. An abacus or talking calculator may be used for computation by team decision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-021.
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Goal
By the annual IEP review date, given a brailled worksheet of multi-digit addition, subtraction, and multiplication problems in the district's math code, with a braillewriter, the student will read each problem, set it up in spatial form on the braillewriter, and solve it independently with at least 85% accuracy on math problems set up and solved, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal439 characters
- By the annual IEP review date, given a brailled worksheet of multi-digit addition, subtraction, and multiplication problems in the district's math code, with a braillewriter, the student will read each problem, set it up in spatial form on the braillewriter, and solve it independently with at least 85% accuracy on math problems set up and solved, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a brailled worksheet of multi-digit addition, subtraction, and multiplication problems in the district's math code, with a braillewriter
- Behavior
- The student will read each problem, set it up in spatial form on the braillewriter, and solve it independently
- Criteria
- With at least 85% accuracy on math problems set up and solved, 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 85% accuracy on math problems set up and solved
- 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 a brailled worksheet of multi-digit addition, subtraction, and multiplication problems in the district's math code, with a braillewriter, the student will read each problem, set it up in spatial form on the braillewriter, and solve it independently with at least 85% accuracy on math problems set up and solved, 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.