Deliver a message or item to the office
When to use this goal
For students who can walk the route but have not yet run an errand alone, or who forget the message or come back without the reply. Present levels in walking familiar routes and in carrying a message decide fit; choose errands the teacher would give any student.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice.
- Tips
- Errands are real jobs that build confidence; give them as a classroom role, not a reward. Office staff can mark a simple card on arrival. Students who use AAC can deliver a message from the device or a printed card.
- Limits
- Requires a safe route the team has approved. Does not measure navigation in an unfamiliar building.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-si-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the teacher sends the student to the front office with an attendance folder or a written note, the student will take the item to the office, hand it over with the message, and return with any reply, performing at least 6 of 7 steps independently, across 4 consecutive errands, as measured by a task-analysis checklist collected at each errand, about twice per week.
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 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
- 2 of 7 steps independently.
- Annual goal401 characters
- By the annual IEP review date, when the teacher sends the student to the front office with an attendance folder or a written note, the student will take the item to the office, hand it over with the message, and return with any reply, performing at least 6 of 7 steps independently, across 4 consecutive errands, as measured by a task-analysis checklist collected at each errand, about twice per week.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher sends the student to the front office with an attendance folder or a written note
- Behavior
- The student will take the item to the office, hand it over with the message, and return with any reply
- Criteria
- Performing at least 6 of 7 steps independently, across 4 consecutive errands
- Evaluation method
- A task-analysis checklist
- Schedule
- At each errand, about twice per week
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:
- across 4 consecutive errands
- Collection schedule:
- at each errand, about twice per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the teacher sends the student to the front office with an attendance folder or a written note, the student will take the item to the office, hand it over with the message, and return with any reply, performing at least 6 of 7 steps independently, across 4 consecutive errands, as measured by a task-analysis checklist collected at each errand, about twice per week.
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. Takes the item or note and the hall pass | ||||||||
| 2. Walks directly to the office or classroom | ||||||||
| 3. Waits for an adult to be free | ||||||||
| 4. Hands over the item and says, signs, or shows the message | ||||||||
| 5. Waits for a reply or signature if asked | ||||||||
| 6. Walks directly back to class | ||||||||
| 7. Tells or shows the teacher the reply | ||||||||
| 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.