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Braille Literacy IEP goals

Braille literacy goals are often written for students who are blind or have low vision and read and write in braille: tactile readiness, uncontracted letters, contracted braille, reading rate, writing on a braillewriter or electronic notetaker, braille math codes, tactile graphics, and abacus computation. Good goals name the braille code and contractions taught, the material, and the device. Measure letters and contractions with accuracy, reading speed with rate, and real use of a notetaker or tactile graphic in class with opportunities.

35 templates · How we write and review goals

Sample braille literacy goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2Opportunities

    Track a braille line from left to right

    Tactile tracking

    By the annual IEP review date, given a tactile worksheet of double-spaced raised lines, during a short TVI session, the student will independently move the fingertips of both hands along the line from the left margin to the end without lifting off the line in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected each TVI session.

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  • PK, K-2Percent accuracy

    Match tactile shapes and dot patterns

    Tactile discrimination

    By the annual IEP review date, given a row of 4 raised shapes or braille cells, with one that matches a target at the left of the row, the student will find and touch the item in the row that matches the target independently with at least 85% accuracy on matching and odd-one-out rows, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PK, K-2Task-analysis steps

    Open a braille book to the first line

    Braille book handling

    By the annual IEP review date, given a print-braille book placed on the table in a random orientation, during shared reading, the student will turn the book upright, open it, find the top of the page, and place both hands on the first braille line, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly during shared reading.

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  • PK, K-2Opportunities

    Find own name label in braille

    Functional braille

    By the annual IEP review date, during arrival and other classroom routines, given braille name labels on the child's hook, chair, and materials among labels for other children, the student will find the label or card with their own name in braille and use it to choose their own spot or item independently in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by direct observation collected daily during arrival.

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  • K-2, PKPercent accuracy

    Identify uncontracted braille letters

    Uncontracted braille letters

    By the annual IEP review date, given a randomized list of single braille letters taught to date, spaced with one blank cell between letters, the student will say the name or sound of each braille letter independently with at least 90% accuracy on braille letters presented, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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  • K-2Percent accuracy

    Braille dictated letters on a braillewriter

    Writing on a braillewriter

    By the annual IEP review date, given a braillewriter loaded with paper and a list of letters taught to date dictated one at a time, the student will press the correct key combination to braille each dictated letter and space between letters independently with at least 85% accuracy on dictated letters brailled correctly, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • K-2, 3-5Task-analysis steps

    Load paper and set up the braillewriter

    Braillewriter setup

    By the annual IEP review date, given a braillewriter with the paper rest and a sheet of braille paper at the student's work area, the student will load the paper and set the braillewriter to the first writing line, performing at least 7 of 8 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly.

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  • K-2, 3-5Task-analysis steps

    Use both hands and a smooth return sweep

    Braille reading hand movements

    By the annual IEP review date, given a double-spaced braille passage of at least 10 lines at the student's instructional level, the student will read the passage using both hands, with light touch and the left hand finding the next line while the right hand finishes the line, performing at least 5 of 6 steps independently, on 3 of 4 consecutive weekly observations, as measured by direct observation collected weekly.

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  • K-2Percent accuracy

    Read alphabetic wordsigns in sentences

    Contracted braille: alphabetic wordsigns

    By the annual IEP review date, given short braille sentences that include the alphabetic wordsigns taught to date, the student will read each sentence aloud, saying the whole word for each alphabetic wordsign independently with at least 90% accuracy on alphabetic wordsigns read, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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  • K-2, 3-5Percent accuracy

    Read strong contractions and groupsigns

    Contracted braille: strong contractions and groupsigns

    By the annual IEP review date, given braille sentences at the student's instructional level that include the strong contractions and groupsigns taught to date, the student will read each target word aloud in the sentence independently with at least 90% accuracy on target contractions and groupsigns read, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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  • K-2Rate (per minute)

    Braille reading rate on decodable text

    Braille reading rate

    By the annual IEP review date, given an unpracticed decodable passage in braille using only the letters and contractions taught to date, the student will read the passage aloud for one minute independently at a rate of at least 25 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.

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  • K-2Percent accuracy

    Read and write braille numbers

    Braille numbers

    By the annual IEP review date, given braille number cards and math worksheets with numbers up to the range taught, the student will read each braille number aloud independently with at least 90% accuracy on braille numbers read or written, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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23 more braille literacy templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What braille literacy involves

  • Tactile discrimination readiness: finding lines, shapes, and dot patterns
  • Reading and writing uncontracted braille letters and then contracted braille
  • Building braille reading rate on connected text
  • Writing on a braillewriter and an electronic braille notetaker
  • Reading braille math codes and tactile graphics such as maps and charts
  • Computing with an abacus

Baseline and measurement considerations

  • Take a baseline with the TVI on the specific contractions or letters taught so far, scored as correct out of items presented.
  • Use rate for reading speed on connected text at the student's level, timed the same way each probe.
  • Use accuracy for writing tasks on the braillewriter or notetaker, counting correct cells or words.
  • Count opportunities for using the notetaker or reading tactile graphics in general education lessons.
  • The TVI leads data; classroom teachers can log real use, and brailled materials must arrive on time for the data to be fair.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Curriculum-based measurement: Brief, standardized probes given at regular intervals and scored the same way each time.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Timed probes: A fixed-length timing (for example, 1 or 2 minutes) used to calculate a per-minute rate.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.

Common mistakes when writing braille literacy goals

  • Writing "will read braille" without naming the code, contractions, or text level.
  • Comparing braille reading rate to print reading norms; compare the student with their own baseline.
  • Leaving out the device or code in the condition, so data from a brailler and a notetaker are mixed.
  • Moving to contracted braille before the student is ready, or holding back contractions longer than needed.
  • Collecting data on days when brailled materials did not arrive, which measures access, not skill.

Frequently asked questions

How do I write an IEP goal for braille reading?

Name the code and the text. For example: given an unfamiliar passage in contracted braille at the student's level, the student will read at a rate of at least 30 words correct per minute on 3 of 4 weekly probes. The TVI sets the contractions and rate target from the baseline.

Is braille instruction required in the IEP?

Under 34 CFR 300.324(a)(2)(iii), for a student who is blind or visually impaired, the team must provide for braille instruction and use unless, after an evaluation of reading and writing skills, needs, and appropriate media, it decides braille is not appropriate. The learning media assessment usually informs that decision.

What is a good braille goal for a young child?

Tactile readiness goals, such as tracking a braille line and finding matching dot patterns, fit preschool and kindergarten. Then move to reading and writing uncontracted letters in the child's name and familiar words.

How often should I collect data on braille goals?

The TVI usually probes every session or weekly. Check reading rate weekly with new passages.

References

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