Braille IEP goals from pre-braille to contracted braille

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Braille IEP goals follow the order a braille reader learns: tactile readiness, uncontracted letters, contractions, then fluent reading and writing with a braillewriter, slate or notetaker. Each goal names the code, the materials and the tool, and measures accuracy or words correct per minute against the student's own baseline. The team must also address the braille special factor in writing.

Braille goals are written by the teacher of students with visual impairments (TVI), based on a learning media assessment. They sit in the IEP beside the reading goals, not in place of them. A student learning braille still needs phonics, vocabulary and comprehension. Braille is the medium; reading is the skill.

Since 2016, most U.S. schools have taught Unified English Braille (UEB) for literary text. Math may be taught in Nemeth Code or in UEB technical notation. Write the code in the present levels so the next teacher keeps it.

The 24 goals below run from pre-braille to contracted braille and tools. Baselines and criteria are illustrations.

The braille consideration in the IEP

For a student who is blind or visually impaired, federal rules require the IEP team to provide instruction in braille and the use of braille, unless the team decides, after an evaluation of the student's reading and writing skills, needs and appropriate reading and writing media, that braille is not appropriate.^[1] The evaluation must also consider future needs, including future reading and writing.

In practice, the team answers three questions and records the answers:

What does the learning media assessment show? Which senses the student uses to learn, and how well print, braille and audio work now.
What will the student need later? A student whose vision is expected to decline, or who reads print slowly and tires quickly, may need braille even if print works today.
What is the decision and why? Braille instruction, no braille, or braille alongside print, with the reason.

A form that says "braille considered" with no evidence does not meet the standard. If the team decides against braille, the reason should come from evaluation data, not from staffing or the student's age. Some states add their own braille rules, so check your state's guidance.

Choosing the right goal

If the student...	Stage	Measure	Data sheet
Explores objects by touch but does not track lines	Tactile readiness	Opportunities	Opportunity data sheet
Tracks lines and finds shapes but does not know letters	Uncontracted letters	Percent accuracy	Accuracy data sheet
Knows letters, reads slowly, few contractions	Contractions	Percent accuracy	Accuracy data sheet
Knows most contractions but reads haltingly	Reading rate	Words correct per minute	Reading fluency data sheet
Reads well but writes slowly or depends on an adult to set up	Writing tools	Accuracy or task analysis	Task analysis data sheet
Uses braille only in TVI sessions	Functional braille	Opportunities	Opportunity data sheet

Pre-braille and tactile readiness goals

Young children and students new to braille need tactile skills first: light touch, both hands, tracking, and noticing small differences. Keep sessions short and use real braille materials.

#	Goal	Baseline	Template
1	Given a page of continuous braille cells with a start dot, the student will track a line from left to right with both hands without lifting off on 8 of 10 lines across 3 sessions.	3 of 10	Track a braille line
2	Given 5 tactile shapes and a target shape, the student will find the matching shape on 8 of 10 trials.	4 of 10	Match tactile shapes and dot patterns
3	Given a braille book, the student will orient it, open to the first page and find the first line with 4 of 4 steps independent on 3 consecutive sessions.	1 of 4 steps	Open a braille book to the first line
4	Given 4 cubby labels in braille, the student will find their own name label on 9 of 10 daily opportunities.	3 of 10	Find own name label in braille
5	Given a line of full cells with one cell missing a dot, the student will find the different cell on 7 of 10 lines.	2 of 10	Match tactile shapes and dot patterns
6	Given a sequence of 4 braillewriter keys named by number, the student will press the correct keys to braille a full cell on 8 of 10 trials.	3 of 10	Load and set up the braillewriter

Weak: "The student will get ready to read braille."

Measurable: "Given a page of continuous braille cells with a start dot, the student will track a line from left to right with both hands without lifting off on 8 of 10 lines across 3 sessions."

Uncontracted braille goals

Some TVIs teach letters before contractions; others introduce common contractions early. Either way, the goal measures what the student reads and writes. Templates are on the braille literacy goals page.

#	Goal	Baseline	Template
7	Given the 26 uncontracted letters in random order, the student will identify 24 of 26 correctly on 3 consecutive probes.	11 of 26	Identify uncontracted letters
8	Given 20 dictated letters, the student will braille them on a braillewriter with 18 of 20 correct on 3 of 4 probes.	9 of 20	Braille dictated letters
9	Given a short uncontracted text, the student will read using both hands and a smooth return sweep with 5 of 5 movement steps on 4 of 5 observations.	2 of 5 steps	Both hands and a smooth return sweep
10	Given 20 numbers from 1 to 100 in braille, the student will read 18 of 20 correctly, including the number sign, on 3 consecutive probes.	8 of 20	Read and write braille numbers
11	Given 20 decodable consonant-vowel-consonant words in uncontracted braille, the student will read 17 of 20 correctly on 3 consecutive probes.	7 of 20	Braille reading rate on decodable text
12	On class work, the student will braille their own name at the top of the page on 9 of 10 assignments.	2 of 10	Braille own name on class work

Weak: "The student will learn the braille alphabet."

Measurable: "Given the 26 uncontracted letters in random order, the student will identify 24 of 26 correctly on 3 consecutive probes."

Contracted braille and reading rate goals

UEB has many contractions, grouped by type. Write goals by group so a probe can target one group at a time, then mix them in connected text. Measure rate in words correct per minute, the same way as print.

#	Goal	Baseline	Template
13	Given 10 sentences with alphabetic wordsigns, the student will read them with 95% of wordsigns correct on 3 consecutive probes.	70% of wordsigns	Read alphabetic wordsigns
14	Given a list of 30 words with strong contractions and groupsigns, the student will read 27 of 30 correctly on 3 of 4 probes.	15 of 30	Read strong contractions and groupsigns
15	Given 25 words containing lower-cell signs, the student will decode 22 of 25 correctly on 3 consecutive probes.	12 of 25	Lower-cell contractions
16	Given 20 words with initial- and final-letter contractions in sentences, the student will read 18 of 20 correctly on 3 of 4 probes.	9 of 20	Initial- and final-letter contractions
17	Given an unpracticed instructional-level passage in contracted braille, the student will read 45 words correct per minute with 95% accuracy on 3 consecutive weekly probes.	24 wcpm, 90%	Build reading rate on contracted passages
18	After reading a 200-word passage in contracted braille, the student will answer 4 of 5 comprehension questions on 3 of 4 probes.	2 of 5	Answer questions after a braille passage

Weak: "The student will read contracted braille fluently."

Measurable: "Given an unpracticed instructional-level passage in contracted braille, the student will read 45 words correct per minute with 95% accuracy on 3 consecutive weekly probes."

The guide to calculating words correct per minute applies to braille. Compare a braille reader to their own trend, not to print norms.

Writing tools and functional braille goals

Readers also need to write: on a braillewriter, with a slate and stylus, and on a notetaker or refreshable display. Older students need to send work to teachers who read print.

#	Goal	Baseline	Template
19	Given 15 dictated words, the student will spell them in contracted braille with 13 of 15 correct on 3 consecutive probes.	6 of 15	Spell dictated words in contracted braille
20	After writing a paragraph, the student will proofread and correct errors so no more than 1 error remains per 50 words on 3 of 4 samples.	6 errors per 50 words	Proofread own braille writing
21	Using a slate and stylus, the student will write a 3-item list correctly on 4 of 5 attempts.	1 of 5	Write a note with slate and stylus
22	Using a refreshable braille display, the student will move through a digital text by heading and line to answer 4 of 5 location questions on 3 probes.	1 of 5	Navigate a digital text on a braille display
23	After writing an assignment on a notetaker, the student will send it to the teacher in print with 5 of 5 steps independent on 4 of 5 assignments.	2 of 5 steps	Send notetaker work in print
24	In the community, the student will use braille signs to find a restroom or elevator floor on 4 of 5 planned outings.	1 of 5	Use braille signs in the community

Weak: "The student will use a notetaker."

Measurable: "After writing an assignment on a notetaker, the student will send it to the teacher in print with 5 of 5 steps independent on 4 of 5 assignments."

How to measure progress

Letter and contraction goals: percent accuracy on fixed probe sets, every 2 weeks. Rotate sets so the student does not memorize them.
Reading rate: 1-minute oral reading fluency probes on unpracticed passages, weekly, on the reading fluency data sheet.
Tool routines: task analysis, step by step.
Functional braille: opportunities in real settings.

Note the paper, the line spacing and the code on each probe. Double-spaced practice pages read faster than single-spaced textbook pages, so do not mix them in one trend line. Paste drafts into the goal checker.

Adapting by grade

Grade band	Typical focus	Example
Preschool	Tactile exploration, tracking, name label	Finds own name in braille
K to 2	Letters, early contractions, braillewriter	Identifies 24 of 26 letters
3 to 5	Contraction groups, reading rate, braille numbers	Reads 45 wcpm in contracted braille
6 to 8	Math code, notetaker, proofreading	Sends notetaker work in print
9 to 12	Content-area reading rate, slate, community braille	Reads braille signs in public buildings

A student who comes to braille late, such as after vision loss in middle school, needs goals from the early rows written for an older learner. For math in braille, see abacus instruction and goals. For the broader picture, see IEP goals for students with visual impairments and the low-incidence disabilities guide. The American Printing House for the Blind supplies many braille materials used in schools.^[2]

Frequently asked questions

What does braille consideration mean in an IEP?

For a student who is blind or visually impaired, the team must provide braille instruction unless it decides, after evaluating the student's reading and writing skills, needs and future needs, that braille is not appropriate. The decision and the reason should be written in the IEP.

Should a student with some vision learn braille?

Sometimes. If print reading is slow, tiring or expected to get harder as vision changes, many teams teach braille alongside print. The learning media assessment and the student's future needs guide the decision.

How fast should a student read braille?

There is no single norm to hold every student to. Measure words correct per minute on unpracticed passages and compare the student to their own trend. Set the target from the baseline and the expected growth.

Who teaches braille in school?

The TVI teaches braille reading and writing and produces or orders braille materials. Classroom teachers support practice with materials the TVI provides.

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Sources

34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
American Printing House for the Blind, American Printing House for the Blind

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.