Sort household mail and set bills aside
When to use this goal
For students who will get their own mail and today leave it unopened or throw out bills and notices with ads. Needs reading names, logos, and words like due, notice, and payment; present levels decide fit, not grade.
- Baseline
- Use real-looking mail with fake names and accounts. Score each piece, and track errors on bills and official notices separately since they have consequences.
- Tips
- Add a shred pile for mail with account numbers. Pair with the paying bills goals in personal finance.
- Limits
- Uses sample mail; never use a family's real mail at school. Email and app notices are a separate skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-il-055.
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Goal
By the annual IEP review date, given 10 to 15 pieces of sample mail (bills, ads, bank letters, appointment notices, personal letters), the student will sort each piece of mail into act on, keep, and recycle independently with at least 90% accuracy on pieces of mail sorted by the action they need, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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 Independent Living.
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 - Independent Living
- Baseline
- 50% accuracy.
- Annual goal388 characters
- By the annual IEP review date, given 10 to 15 pieces of sample mail (bills, ads, bank letters, appointment notices, personal letters), the student will sort each piece of mail into act on, keep, and recycle independently with at least 90% accuracy on pieces of mail sorted by the action they need, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 to 15 pieces of sample mail (bills, ads, bank letters, appointment notices, personal letters)
- Behavior
- The student will sort each piece of mail into act on, keep, and recycle independently
- Criteria
- With at least 90% accuracy on pieces of mail sorted by the action they need, in 3 of 4 consecutive weekly probes
- 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 pieces of mail sorted by the action they need
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 to 15 pieces of sample mail (bills, ads, bank letters, appointment notices, personal letters), the student will sort each piece of mail into act on, keep, and recycle independently with at least 90% accuracy on pieces of mail sorted by the action they need, in 3 of 4 consecutive weekly probes, 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.