Use braille signs and labels in the community
When to use this goal
For older braille readers who use braille for daily life: room numbers, elevator buttons, restroom signs, menus, and product labels. Present levels in reading uncontracted and contracted braille in short forms decide fit.
- Baseline
- Plan six real reading moments in one or two community lessons and record whether the student finds the sign, reads it, and acts on it. Searching for the sign is part of the skill.
- Tips
- Coordinate with the O&M specialist so sign reading fits into route travel. Students can label their own items at home with a label maker or slate.
- Limits
- Braille signage is not always present or correct; skip moments where the sign is missing and note them. The template does not cover travel skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-brl-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during community lessons in public buildings with braille signs at doors and elevators, the student will find and read the braille sign or label and use the information to choose the right door, button, or item independently in at least 5 of 6 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 6 opportunities.
- Annual goal403 characters
- By the annual IEP review date, during community lessons in public buildings with braille signs at doors and elevators, the student will find and read the braille sign or label and use the information to choose the right door, button, or item independently in at least 5 of 6 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During community lessons in public buildings with braille signs at doors and elevators
- Behavior
- The student will find and read the braille sign or label and use the information to choose the right door, button, or item independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive community lessons
- Evaluation method
- Direct observation
- Schedule
- During each community lesson
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive community lessons
- Collection schedule:
- during each community lesson
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during community lessons in public buildings with braille signs at doors and elevators, the student will find and read the braille sign or label and use the information to choose the right door, button, or item independently in at least 5 of 6 opportunities, across 3 consecutive community lessons, as measured by direct observation collected during each community lesson.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.