Braille Literacy IEP goals for high school (grades 9 to 12)
10 of the braille literacy templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
10 templates · 1 skill · 9–12 · 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
Proofread and correct own braille writing
Proofreading braille
By the annual IEP review date, given a draft the student wrote in braille in the past week, with a braillewriter eraser or a notetaker, the student will read the draft line by line, mark each code or spelling error, and correct it independently with at least 75% accuracy on errors found and corrected, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Navigate a digital text on a braille display
Refreshable braille display
By the annual IEP review date, given a digital textbook chapter with headings, opened on a refreshable braille display paired with a computer or tablet, the student will carry out each requested navigation task, such as moving to the next heading, finding a named section, or reading a table row independently with at least 85% accuracy on navigation tasks completed, in 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Read and write fractions and expressions in braille
Braille math code: algebra and fractions
By the annual IEP review date, given a brailled worksheet of fractions, exponents, and algebraic expressions in the district's math code, the student will read each expression aloud using the correct math words independently with at least 85% accuracy on math expressions read or written, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Explore an unfamiliar tactile graphic
Exploring tactile graphics
By the annual IEP review date, given an unfamiliar tactile diagram, map, or graph during a class lesson, the student will explore the graphic using a planned search pattern and tell what it shows, performing at least 6 of 7 steps independently, on 4 of 5 observed opportunities, as measured by a task-analysis checklist collected whenever a new graphic is used, at least twice a month.
Braille reading rate in content-area text
Braille reading rate
By the annual IEP review date, given an unpracticed passage from a grade-level science or social studies textbook in contracted braille, read for 2 minutes (total divided by 2 for the per-minute rate), the student will read the passage aloud for two minutes independently at a rate of at least 65 words read correctly per minute, in 3 of 4 consecutive biweekly probes, as measured by timed probes collected every two weeks.
Write a note with slate and stylus
Slate and stylus
By the annual IEP review date, given a slate, stylus, and paper or an index card, and a short message dictated aloud, the student will write the message on the slate, remove the paper, and read it back independently with at least 85% accuracy on words written readably on the slate, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
High school braille literacy goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
Frequently asked questions
How do braille literacy goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.