Address an envelope by hand
When to use this goal
For older students who need to address mail for themselves, a job, or a class project and whose address lines run together, slope, or land in the wrong place. Fit depends on a work sample, not grade. Accept the student's own home address only if the family agrees; a practice address works too.
- Baseline
- Score each of the address lines on two envelopes for placement and readability. Note whether the student knows the order of address parts; that is a separate skill to teach if missing.
- Tips
- Use a practice address unless the family wants the real one used. Real mailings (thank-you notes, job applications) make the skill meaningful.
- Limits
- Measures handwriting and placement, not memory of the address. Printed labels are a reasonable alternative.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-hw-053.
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Goal
By the annual IEP review date, given a blank envelope and a printed address and return address to copy, the student will write the mailing address in the center and the return address in the top left corner, each line readable and level independently with at least 90% accuracy on address lines readable, level, and in the right place, on 3 consecutive weekly work samples, 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 Handwriting.
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) - Handwriting
- Baseline
- 40% accuracy.
- Annual goal427 characters
- By the annual IEP review date, given a blank envelope and a printed address and return address to copy, the student will write the mailing address in the center and the return address in the top left corner, each line readable and level independently with at least 90% accuracy on address lines readable, level, and in the right place, on 3 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blank envelope and a printed address and return address to copy
- Behavior
- The student will write the mailing address in the center and the return address in the top left corner, each line readable and level independently
- Criteria
- With at least 90% accuracy on address lines readable, level, and in the right place, on 3 consecutive weekly work samples
- 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 90% accuracy on address lines readable, level, and in the right place
- Mastery rule:
- on 3 consecutive weekly work samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a blank envelope and a printed address and return address to copy, the student will write the mailing address in the center and the return address in the top left corner, each line readable and level independently with at least 90% accuracy on address lines readable, level, and in the right place, on 3 consecutive weekly work samples, 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.