Explore an unfamiliar tactile graphic
When to use this goal
For braille readers who meet new diagrams in class and need a routine for exploring them without help. Present levels in tactile graphic use decide fit.
- Baseline
- Watch the student explore two new graphics and mark each step as done without a prompt, prompted, or skipped.
- Tips
- Use this with general education teachers so the student gets the same routine in every class. Asking for clarification is part of the skill; honor it.
- Limits
- The routine does not guarantee correct answers. Very complex graphics may need a verbal description in addition to touch.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-029.
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Goal
By the annual IEP review date, given an unfamiliar tactile diagram, map, or graph during a class lesson, the student will explore the graphic using a planned search pattern and tell what it shows, performing at least 6 of 7 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected whenever a new graphic is used, at least twice a month.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal385 characters
- By the annual IEP review date, given an unfamiliar tactile diagram, map, or graph during a class lesson, the student will explore the graphic using a planned search pattern and tell what it shows, performing at least 6 of 7 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected whenever a new graphic is used, at least twice a month.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unfamiliar tactile diagram, map, or graph during a class lesson
- Behavior
- The student will explore the graphic using a planned search pattern and tell what it shows
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 observed opportunities
- Evaluation method
- A task-analysis checklist
- Schedule
- Whenever a new graphic is used, at least twice a month
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 observed opportunities
- Collection schedule:
- whenever a new graphic is used, at least twice a month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given an unfamiliar tactile diagram, map, or graph during a class lesson, the student will explore the graphic using a planned search pattern and tell what it shows, performing at least 6 of 7 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected whenever a new graphic is used, at least twice a month.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Read the braille title | ||||||||
| 2. Find and read the key or legend | ||||||||
| 3. Feel the edges of the graphic to find its size and frame | ||||||||
| 4. Scan the whole page in rows from top to bottom | ||||||||
| 5. Find each symbol from the key on the graphic | ||||||||
| 6. Tell in a sentence what the graphic shows | ||||||||
| 7. Ask for clarification of any part that cannot be read | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.