Email an instructor with a clear question
When to use this goal
For students in college-style or dual enrollment courses who either never contact instructors or send one-line messages with no name or course. Present levels in written expression and email use decide supports.
- Baseline
- Score 2 emails written for practice scenarios with no template. Note whether the student includes the course; instructors with many sections need it to answer.
- Tips
- High school teachers can act as college instructors for practice. Save good emails as models. Real questions are the best data; practice scenarios fill gaps.
- Limits
- Scores the message, not whether the student checks for and acts on the reply.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-012.
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Goal
By the annual IEP review date, when the student has a real question about an assignment, grade or absence in a dual enrollment or college-style course, the student will write and send an email to the instructor with a clear subject, the course and a specific question independently, earning a score of at least 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 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 Postsecondary Education Readiness.
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 - Postsecondary Education Readiness
- Baseline
- 4 out of 12 rubric points.
- Annual goal468 characters
- By the annual IEP review date, when the student has a real question about an assignment, grade or absence in a dual enrollment or college-style course, the student will write and send an email to the instructor with a clear subject, the course and a specific question independently, earning a score of at least 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has a real question about an assignment, grade or absence in a dual enrollment or college-style course
- Behavior
- The student will write and send an email to the instructor with a clear subject, the course and a specific question independently
- Criteria
- Earning a score of at least 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row), on 3 consecutive emails
- 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 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive emails
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when the student has a real question about an assignment, grade or absence in a dual enrollment or college-style course, the student will write and send an email to the instructor with a clear subject, the course and a specific question independently, earning a score of at least 10 out of 12 on a 6-row instructor email rubric (0 to 2 per row), on 3 consecutive emails, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Subject line names the course and the topic | Greets the instructor by title and name | Names the course section or class time | Asks a specific question or makes a specific request | Uses a respectful tone and complete sentences | Signs with own full name | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-row instructor email rubric (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.