Read values from a tactile graph
When to use this goal
For braille readers meeting bar graphs, line graphs, and tables in science and math. Present levels in reading axes, keys, and braille numbers decide fit.
- Baseline
- Give one bar graph and one line graph with the same question types. Record whether errors come from reading the axes, following a line, or the braille numbers.
- Tips
- Ask for graphs made for touch, with few lines and clear textures. Teach a routine: title, axes, key, then values.
- Limits
- The quality of the graphic changes the score. Graph reading in braille is slower than print; plan time accordingly. The template does not measure making graphs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-028.
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Goal
By the annual IEP review date, given a tactile bar or line graph with braille labels and 6 questions asked aloud, the student will find the axis labels and key, read the requested values, and answer each question independently with at least 80% accuracy on graph questions, 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 goal375 characters
- By the annual IEP review date, given a tactile bar or line graph with braille labels and 6 questions asked aloud, the student will find the axis labels and key, read the requested values, and answer each question independently with at least 80% accuracy on graph questions, 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 tactile bar or line graph with braille labels and 6 questions asked aloud
- Behavior
- The student will find the axis labels and key, read the requested values, and answer each question independently
- Criteria
- With at least 80% accuracy on graph questions, 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 80% accuracy on graph questions
- 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 tactile bar or line graph with braille labels and 6 questions asked aloud, the student will find the axis labels and key, read the requested values, and answer each question independently with at least 80% accuracy on graph questions, 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.