Braille Literacy IEP goals for kindergarten to grade 2
15 of the braille literacy templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
15 templates · 1 skill · K–2 · 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
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.
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.
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.
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.
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.
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.
In kindergarten through grade 2, braille literacy goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How are braille literacy goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.