Sort mail into slots by name
When to use this goal
For students who read familiar names or match letters and could take on a mail job at school or work. Present levels in reading names and matching printed text decide fit. Start with a small set of names and add more.
- Baseline
- Check 20 pieces after the student sorts them. Note confusions between similar names; they show whether the student reads the whole name or the first letter.
- Tips
- A real mail job gives daily reading practice with a purpose. Add alphabetical slot order once accuracy is high, which leads into filing (fn-fa-045).
- Limits
- Staff changes alter the name set. Speed is not measured; add a rate goal for jobs that need it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-044.
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Goal
By the annual IEP review date, during a school mail job, given 20 pieces of staff mail and labeled mailbox slots, the student will read the name on each piece and place it in the matching slot independently with at least 95% accuracy on pieces of mail sorted, on 3 consecutive job days, as measured by work-sample analysis collected twice weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal346 characters
- By the annual IEP review date, during a school mail job, given 20 pieces of staff mail and labeled mailbox slots, the student will read the name on each piece and place it in the matching slot independently with at least 95% accuracy on pieces of mail sorted, on 3 consecutive job days, as measured by work-sample analysis collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a school mail job, given 20 pieces of staff mail and labeled mailbox slots
- Behavior
- The student will read the name on each piece and place it in the matching slot independently
- Criteria
- With at least 95% accuracy on pieces of mail sorted, on 3 consecutive job days
- Evaluation method
- Work-sample analysis
- Schedule
- Twice 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 95% accuracy on pieces of mail sorted
- Mastery rule:
- on 3 consecutive job days
- Collection schedule:
- twice weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a school mail job, given 20 pieces of staff mail and labeled mailbox slots, the student will read the name on each piece and place it in the matching slot independently with at least 95% accuracy on pieces of mail sorted, on 3 consecutive job days, as measured by work-sample analysis collected twice 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.