Locate places on a tactile map
When to use this goal
For braille readers using tactile maps in social studies or for travel. Present levels in reading a braille key and using a search pattern decide fit; start with simple maps of few symbols.
- Baseline
- Give one simple map and one class map, with 10 questions each, and record correct finds and how the student searches (random, line by line, from the key).
- Tips
- Teach a search pattern (read title, read key, scan the page in rows) before timing anything. Good tactile graphics have few symbols; ask for maps redesigned for touch rather than raised copies of print maps.
- Limits
- Poorly made graphics measure the graphic, not the student. Map reading at a desk does not show route travel; that belongs in orientation and mobility.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-022.
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Goal
By the annual IEP review date, given a tactile map with a braille title, key, and up to 8 symbols, and questions asked aloud, the student will read the key, find each requested place or feature on the map, and say or touch the answer independently with at least 80% accuracy on map locations found, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 40% 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. Opportunity (trial) recording 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
- 40% accuracy.
- Annual goal411 characters
- By the annual IEP review date, given a tactile map with a braille title, key, and up to 8 symbols, and questions asked aloud, the student will read the key, find each requested place or feature on the map, and say or touch the answer independently with at least 80% accuracy on map locations found, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a tactile map with a braille title, key, and up to 8 symbols, and questions asked aloud
- Behavior
- The student will read the key, find each requested place or feature on the map, and say or touch the answer independently
- Criteria
- With at least 80% accuracy on map locations found, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 map locations found
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a tactile map with a braille title, key, and up to 8 symbols, and questions asked aloud, the student will read the key, find each requested place or feature on the map, and say or touch the answer independently with at least 80% accuracy on map locations found, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data 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.