Write an email to a teacher about a missed assignment
When to use this goal
For students who know they are missing work but wait for an adult to contact the teacher, or who send messages a teacher cannot act on (no class named, no question). Use present levels in writing, keyboarding, and self-advocacy to decide whether a template is used.
- Baseline
- Score 2 or 3 recent emails the student sent, or have the student write one in response to a real missing assignment. Note whether the student could find the assignment name without help; that is a separate step.
- Tips
- Use the school email account and follow the school's communication policy. Teachers can reply with a brief model when the email is incomplete, which teaches the format. The rubric also fits messages sent through the platform's messaging tool.
- Limits
- Rubric scores the message, not whether the student follows through on the reply. Some teachers prefer in-person requests; this skill still applies to later school and work settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the student has a missing or late assignment shown on the grade portal, the student will write and send an email to the teacher about the assignment independently, earning a score of at least 8 out of 10 on a 5-row teacher email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected at each email sent, at least twice monthly.
Baseline: 3 out of 10 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 School-Related Independence.
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 - School-Related Independence
- Baseline
- 3 out of 10 rubric points.
- Annual goal408 characters
- By the annual IEP review date, when the student has a missing or late assignment shown on the grade portal, the student will write and send an email to the teacher about the assignment independently, earning a score of at least 8 out of 10 on a 5-row teacher email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected at each email sent, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has a missing or late assignment shown on the grade portal
- Behavior
- The student will write and send an email to the teacher about the assignment independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row teacher email rubric (0 to 2 per row), on 3 consecutive emails
- Evaluation method
- A defined scoring rubric
- Schedule
- At each email sent, at least twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 5-row teacher email rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive emails
- Collection schedule:
- at each email sent, at least twice monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when the student has a missing or late assignment shown on the grade portal, the student will write and send an email to the teacher about the assignment independently, earning a score of at least 8 out of 10 on a 5-row teacher email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected at each email sent, at least twice monthly.
| Date | Task / sample | Subject line names the class and the assignment | Greeting uses the teacher's name | Body states what is missing or needed and why in one or two sentences | Asks a clear question or makes a specific request with a date | Closes with thanks and the student's full name | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row teacher email rubric (0 to 2 per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.