Read and write fractions and expressions in braille
When to use this goal
For braille users in middle and high school math who meet fractions, exponents, and algebraic expressions in Nemeth or UEB technical code. Present levels on these symbols decide the probe list.
- Baseline
- Probe reading and writing of each symbol group used in the current unit: fractions, exponents, parentheses, variables. Score reading and writing separately.
- Tips
- Probe the symbols in the current unit so the data helps the math class right away. Coordinate with the math teacher on vocabulary and on how answers are accepted.
- Limits
- Code use is not math reasoning. Some students use a digital math tool with a braille display; the same template works with the device named in the condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-027.
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Goal
By the annual IEP review date, given a brailled worksheet of fractions, exponents, and algebraic expressions in the district's math code, the student will read each expression aloud using the correct math words independently with at least 85% accuracy on math expressions read or written, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis 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. 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
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a brailled worksheet of fractions, exponents, and algebraic expressions in the district's math code, the student will read each expression aloud using the correct math words independently with at least 85% accuracy on math expressions read or written, 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 brailled worksheet of fractions, exponents, and algebraic expressions in the district's math code
- Behavior
- The student will read each expression aloud using the correct math words independently
- Criteria
- With at least 85% accuracy on math expressions read or written, 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 85% accuracy on math expressions read or written
- 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 brailled worksheet of fractions, exponents, and algebraic expressions in the district's math code, the student will read each expression aloud using the correct math words independently with at least 85% accuracy on math expressions read or written, 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.