Write a school email with all its parts
When to use this goal
For students who send emails with no subject, no greeting, or a one-line message such as help, so teachers cannot tell what they need. Present levels in typing short sentences or using speech-to-text decide fit. The missed-assignment email in school-independence is one use of this skill.
- Baseline
- Ask permission to look at the student's last five sent emails, or collect practice emails. Mark each step present or missing.
- Tips
- Clear emails are a job skill too. Teach when to email versus when to ask in person. Speech-to-text is fine; the checklist is about the parts.
- Limits
- Real emails depend on the student having a reason to write; practice scenarios fill gaps. The checklist does not judge tone in detail.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-dig-014.
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Goal
By the annual IEP review date, when the student needs to email a teacher or staff member, using the school email account, the student will write and send an email with every part on the email checklist, performing at least 6 of 7 steps independently, on 4 of 5 consecutive emails, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 7 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Digital Literacy & Online Safety.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Science, Social Studies & Digital Literacy - Digital Literacy & Online Safety
- Baseline
- 2 of 7 steps independently.
- Annual goal339 characters
- By the annual IEP review date, when the student needs to email a teacher or staff member, using the school email account, the student will write and send an email with every part on the email checklist, performing at least 6 of 7 steps independently, on 4 of 5 consecutive emails, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student needs to email a teacher or staff member, using the school email account
- Behavior
- The student will write and send an email with every part on the email checklist
- Criteria
- Performing at least 6 of 7 steps independently, on 4 of 5 consecutive emails
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 4 of 5 consecutive emails
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student needs to email a teacher or staff member, using the school email account, the student will write and send an email with every part on the email checklist, performing at least 6 of 7 steps independently, on 4 of 5 consecutive emails, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Enter the correct recipient address | ||||||||
| 2. Write a subject line that names the topic | ||||||||
| 3. Open with a greeting and the person's name or title | ||||||||
| 4. Write the message or question in one to three clear sentences | ||||||||
| 5. Close with a thank-you and the student's full name | ||||||||
| 6. Read the email over before sending | ||||||||
| 7. Send it and check the sent folder | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.