Proofread and correct own braille writing
When to use this goal
For braille writers who compose longer pieces and need to find and fix their own code and spelling errors. Present levels in reading back their work decide fit.
- Baseline
- Use a teacher-made paragraph with 10 known errors for a clean baseline, then move to the student's own drafts. Record which error types the student misses.
- Tips
- The denominator is the number of errors in the text. On a notetaker, teach the student to read with translation off so contraction errors are visible.
- Limits
- Errors in the student's own drafts vary in number, so planted-error probes give cleaner data. The template does not score writing quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-024.
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Goal
By the annual IEP review date, given a draft the student wrote in braille in the past week, with a braillewriter eraser or a notetaker, the student will read the draft line by line, mark each code or spelling error, and correct it independently with at least 75% accuracy on errors found and corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% 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
- 35% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given a draft the student wrote in braille in the past week, with a braillewriter eraser or a notetaker, the student will read the draft line by line, mark each code or spelling error, and correct it independently with at least 75% accuracy on errors found and corrected, 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 draft the student wrote in braille in the past week, with a braillewriter eraser or a notetaker
- Behavior
- The student will read the draft line by line, mark each code or spelling error, and correct it independently
- Criteria
- With at least 75% accuracy on errors found and corrected, 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 75% accuracy on errors found and corrected
- 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 draft the student wrote in braille in the past week, with a braillewriter eraser or a notetaker, the student will read the draft line by line, mark each code or spelling error, and correct it independently with at least 75% accuracy on errors found and corrected, 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.