Braille Literacy IEP goals for grades 3 to 5
16 of the braille literacy templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
16 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Braille Literacy Vision, Hearing & Assistive Technology
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.
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.
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.
Set and clear numbers on an abacus
Abacus computation
By the annual IEP review date, given a Cranmer abacus and numbers dictated one at a time, the student will clear the abacus, set the dictated number in the correct place-value columns, and read it back independently with at least 90% accuracy on numbers set correctly, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Decode lower-cell contractions in words
Contracted braille: lower-cell signs
By the annual IEP review date, given braille sentences at the student's instructional level that include the lower-cell contractions taught to date, the student will read each word containing a lower-cell sign aloud independently with at least 90% accuracy on lower-cell contractions read, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Initial- and final-letter contractions in text
Contracted braille: initial- and final-letter contractions
By the annual IEP review date, given braille sentences at the student's instructional level that include the initial- and final-letter contractions taught to date, the student will read each target word aloud independently with at least 90% accuracy on two-cell contractions read, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Grades 3 to 5 braille literacy goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 11 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
Frequently asked questions
What changes in braille literacy goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.