Fold and stuff letters into envelopes
When to use this goal
For students in an office-skills job, school mailroom, or vocational class whose mailings come out folded unevenly, torn, or unsealed. Fit depends on job data, not grade. Mailings are a common entry-level office task.
- Baseline
- Score five envelopes per session for two sessions. Uneven folds usually come from not lining up the edge; the folding guide helps. Note any tears at the seal.
- Tips
- Folding guides are common in offices and can stay. Pair with mt-fm-022 when speed matters for the job. The student can check their own stack against a model envelope.
- Limits
- Measures steps, not speed. Window envelopes and plain envelopes need different orientation steps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-fm-055.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a school office job preparing a mailing of letters and envelopes, the student will complete the mailing routine for each letter, performing all 6 steps independently, across 3 consecutive work sessions, as measured by a task-analysis checklist collected each work session, scoring 5 envelopes.
Baseline: 3 of 6 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 Fine Motor 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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Fine Motor Skills
- Baseline
- 3 of 6 steps independently.
- Annual goal331 characters
- By the annual IEP review date, during a school office job preparing a mailing of letters and envelopes, the student will complete the mailing routine for each letter, performing all 6 steps independently, across 3 consecutive work sessions, as measured by a task-analysis checklist collected each work session, scoring 5 envelopes.
- Timeframe
- By the annual IEP review date
- Condition
- During a school office job preparing a mailing of letters and envelopes
- Behavior
- The student will complete the mailing routine for each letter
- Criteria
- Performing all 6 steps independently, across 3 consecutive work sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Each work session, scoring 5 envelopes
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 all 6 steps independently
- Mastery rule:
- across 3 consecutive work sessions
- Collection schedule:
- each work session, scoring 5 envelopes
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a school office job preparing a mailing of letters and envelopes, the student will complete the mailing routine for each letter, performing all 6 steps independently, across 3 consecutive work sessions, as measured by a task-analysis checklist collected each work session, scoring 5 envelopes.
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. Line up the bottom edge of the letter with the fold mark | ||||||||
| 2. Crease the first fold flat | ||||||||
| 3. Fold the top third down and crease it | ||||||||
| 4. Slide the letter into the envelope with the address facing the window | ||||||||
| 5. Seal the envelope from end to end | ||||||||
| 6. Place the envelope in the finished stack facing the same way | ||||||||
| 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 6).
- 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.