Address an envelope with the return address
When to use this goal
For students who can copy or write short lines and are learning their own address. Present levels in writing or typing and in recalling personal information decide fit. Students who do not yet recall their address can copy it from a personal information card.
- Baseline
- Score each line (name, street, city, state, ZIP, for both addresses) as correct and in the right place on 2 or 3 envelopes. Record whether the return address came from memory or from the card.
- Tips
- Use real reasons to mail something (a thank-you card, a form to the family). Keep the personal information card private; it holds an address. Typing a shipping label online is a later step.
- Limits
- Handwriting legibility affects scoring; agree on what counts as readable. Does not measure stamps or mailing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-028.
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Goal
By the annual IEP review date, given an envelope, a pen, and a card with the recipient's name and address, the student will write the recipient's address in the center and the student's own return address in the top left corner independently with at least 85% accuracy on address lines written correctly and in place, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Baseline: 25% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 25% accuracy.
- Annual goal414 characters
- By the annual IEP review date, given an envelope, a pen, and a card with the recipient's name and address, the student will write the recipient's address in the center and the student's own return address in the top left corner independently with at least 85% accuracy on address lines written correctly and in place, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an envelope, a pen, and a card with the recipient's name and address
- Behavior
- The student will write the recipient's address in the center and the student's own return address in the top left corner independently
- Criteria
- With at least 85% accuracy on address lines written correctly and in place, on 3 of 4 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on address lines written correctly and in place
- Mastery rule:
- on 3 of 4 consecutive weekly work samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an envelope, a pen, and a card with the recipient's name and address, the student will write the recipient's address in the center and the student's own return address in the top left corner independently with at least 85% accuracy on address lines written correctly and in place, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.