Write an email or message with a greeting, purpose, and closing
When to use this goal
For students whose messages to teachers, employers, or group members are missing a greeting, a clear request, or a closing, or whose tone does not match the reader. Base the choice on samples of real messages. For adjusting spoken register, see sl-prag-004.
- Baseline
- Collect two or three real messages the student has sent (with permission) or elicit messages for two scenarios and score them. Note which parts are usually missing and whether the tone shifts between a friend and a teacher. Ask the student which messages they find hard to write.
- Tips
- Score each row 0 to 2 as defined. Spelling and grammar are not scored unless they block the meaning; this is a pragmatic goal. Real messages to real readers make the best probes when the reader agrees. Discuss with the student how formality differs between a teacher, a boss, and a friend.
- Limits
- Expectations for message formality differ across teachers, workplaces, and cultures; the rubric reflects common school and work norms and should be discussed openly. Typed messages require keyboard or dictation access.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-017.
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Goal
By the annual IEP review date, when asked to email a teacher to ask a question, request an extension, or report an absence, the student will write a message with a greeting that fits the reader, a clear statement of the purpose or request, any needed details, and a closing with their name independently, earning a score of at least 7 out of 8 on a 4-row written message rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 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 Pragmatic Language.
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
- Speech & Language - Pragmatic Language
- Baseline
- 3 out of 8 rubric points.
- Annual goal506 characters
- By the annual IEP review date, when asked to email a teacher to ask a question, request an extension, or report an absence, the student will write a message with a greeting that fits the reader, a clear statement of the purpose or request, any needed details, and a closing with their name independently, earning a score of at least 7 out of 8 on a 4-row written message rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to email a teacher to ask a question, request an extension, or report an absence
- Behavior
- The student will write a message with a greeting that fits the reader, a clear statement of the purpose or request, any needed details, and a closing with their name independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row written message rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 7 out of 8 on a 4-row written message rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when asked to email a teacher to ask a question, request an extension, or report an absence, the student will write a message with a greeting that fits the reader, a clear statement of the purpose or request, any needed details, and a closing with their name independently, earning a score of at least 7 out of 8 on a 4-row written message rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Greeting fits the reader (0 = absent, 1 = present but mismatched, 2 = fits) | Purpose or request is clear | Includes the details the reader needs (what, when, which class) | Closing with name | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row written message rubric scored 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.