Address an envelope with both addresses
When to use this goal
For students who are learning to send cards, forms or letters but put the address in the wrong place or leave out parts. Present levels in writing and personal information, not grade, decide fit; printed address labels are fine.
- Baseline
- Observe the routine on at least 2 or 3 community trips (or a realistic classroom setup at first) before setting a target. Mark each step as independent, done with a named prompt (gesture, picture, verbal, model), or not done, and count only independent steps. Note whether the student knows their own address or needs a card for it.
- Tips
- Use real reasons to mail: thank-you cards, forms, letters to family. Mailing the letter at the post office is a community access template; this goal prepares the envelope.
- Limits
- Does not measure writing the letter itself. Handwriting legibility can affect delivery; labels are a fair accommodation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-005.
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Goal
By the annual IEP review date, given a blank envelope, a stamp and a card with the recipient's address, the student will write the recipient's address in the center, their own return address in the top left corner and place the stamp in the top right corner, performing all 6 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 2 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 Community Services: Library, Post Office & Bank.
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 - Community Services: Library, Post Office & Bank
- Baseline
- 2 of 6 steps independently.
- Annual goal392 characters
- By the annual IEP review date, given a blank envelope, a stamp and a card with the recipient's address, the student will write the recipient's address in the center, their own return address in the top left corner and place the stamp in the top right corner, performing all 6 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blank envelope, a stamp and a card with the recipient's address
- Behavior
- The student will write the recipient's address in the center, their own return address in the top left corner and place the stamp in the top right corner
- Criteria
- Performing all 6 steps independently, on 3 of 4 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
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:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a blank envelope, a stamp and a card with the recipient's address, the student will write the recipient's address in the center, their own return address in the top left corner and place the stamp in the top right corner, performing all 6 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
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. Write the recipient's name in the center | ||||||||
| 2. Write the street address under the name | ||||||||
| 3. Write the city, state and ZIP code on the next line | ||||||||
| 4. Write their own name and address in the top left corner | ||||||||
| 5. Put the stamp in the top right corner | ||||||||
| 6. Seal the envelope | ||||||||
| 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.