Track a tactile line from left to right
When to use this goal
For young students who will read braille or tactile print and do not yet keep both hands on a raised line from start to end. Present levels in tactile exploration of objects decide fit; the TVI leads this goal.
- Baseline
- Record ten lines. An opportunity counts when the student finds the start, keeps contact with the line, and reaches the end moving left to right. Note lifting hands or scrubbing up and down.
- Tips
- Lines move from smooth and solid to broken and then to braille cells. Light touch and both hands are taught early. Fits into shared reading with peers using print and braille books.
- Limits
- Tracking is a readiness skill and not braille reading. Additional disabilities may change hand use; the TVI and OT adjust.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a tactile book or worksheet activity with raised lines of 6 to 12 inches, the student will find the start of the raised line by touch and move both hands along it from left to right to the end independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 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. Opportunity (trial) recording 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 Print Concepts & Early 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
- Reading - Print Concepts & Early Literacy
- Baseline
- 2 of 10 opportunities.
- Annual goal381 characters
- By the annual IEP review date, during a tactile book or worksheet activity with raised lines of 6 to 12 inches, the student will find the start of the raised line by touch and move both hands along it from left to right to the end independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a tactile book or worksheet activity with raised lines of 6 to 12 inches
- Behavior
- The student will find the start of the raised line by touch and move both hands along it from left to right to the end independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a tactile book or worksheet activity with raised lines of 6 to 12 inches, the student will find the start of the raised line by touch and move both hands along it from left to right to the end independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.