Pack and label a box for mailing
When to use this goal
For students who will send packages, return online orders or ship items for a job, and who need to prepare the box before going to the counter or kiosk. Present levels in fine motor and following steps, not grade, decide fit.
- 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.
- Tips
- Link to real reasons such as returns or gifts. The shipping visit itself is in community access (shipping at the post office); this template ends when the box is ready.
- Limits
- Does not cover postage costs or choosing a shipping service. Fine motor needs (taping, cutting) may call for OT input or adapted tools.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-cs-006.
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Goal
By the annual IEP review date, given an item, a box, packing material, tape and the recipient's address, the student will pack the item so it does not move, seal the box and attach the address label or write both addresses, performing at least 7 of 8 steps independently, on 3 of 4 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 8 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
- 3 of 8 steps independently.
- Annual goal367 characters
- By the annual IEP review date, given an item, a box, packing material, tape and the recipient's address, the student will pack the item so it does not move, seal the box and attach the address label or write both addresses, performing at least 7 of 8 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 an item, a box, packing material, tape and the recipient's address
- Behavior
- The student will pack the item so it does not move, seal the box and attach the address label or write both addresses
- Criteria
- Performing at least 7 of 8 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 at least 7 of 8 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 an item, a box, packing material, tape and the recipient's address, the student will pack the item so it does not move, seal the box and attach the address label or write both addresses, performing at least 7 of 8 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. Choose a box that fits the item | ||||||||
| 2. Add packing material to the bottom | ||||||||
| 3. Place the item and fill empty space | ||||||||
| 4. Shake gently to check nothing moves | ||||||||
| 5. Tape all seams closed | ||||||||
| 6. Attach the label or write the recipient's address on top | ||||||||
| 7. Add their own return address in the top left corner | ||||||||
| 8. Remove or cover any old labels | ||||||||
| 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: 7 of 8).
- 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.