Read agency letters and note the action needed
When to use this goal
For students 17 to 21 who will receive mail from adult service agencies, colleges and employers and set it aside unread. Present levels in reading decide whether letters are read with text-to-speech or simplified for practice.
- Baseline
- Use 3 sample letters with known answers. Score sender, request, deadline and next step separately so you can see which one is missed.
- Tips
- Use real letter formats from local agencies with personal details removed. Teach the student to ask a trusted person when a letter is unclear; that counts as a correct next step.
- Limits
- Practice letters are clearer than many real ones. Reading the letter does not mean the action gets done.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-042.
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Goal
By the annual IEP review date, given sample letters from an agency, college or employer and an action sheet, the student will record who sent each letter, what it asks, the deadline and the next step independently with at least 85% accuracy on action sheet items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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 Transition-Related Skills.
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
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 40% accuracy.
- Annual goal354 characters
- By the annual IEP review date, given sample letters from an agency, college or employer and an action sheet, the student will record who sent each letter, what it asks, the deadline and the next step independently with at least 85% accuracy on action sheet items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given sample letters from an agency, college or employer and an action sheet
- Behavior
- The student will record who sent each letter, what it asks, the deadline and the next step independently
- Criteria
- With at least 85% accuracy on action sheet items, in 3 of 4 consecutive weekly probes
- 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 action sheet items
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given sample letters from an agency, college or employer and an action sheet, the student will record who sent each letter, what it asks, the deadline and the next step independently with at least 85% accuracy on action sheet items, in 3 of 4 consecutive weekly probes, 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.