Write a formal email or letter with a greeting, purpose, request, and closing
When to use this goal
Fits high school students preparing for work, college, or community contacts who write messages that lack a greeting, do not say what they want, or read like text messages. Present levels should show the student can write a few complete sentences; this goal targets format and purpose.
- Baseline
- Give three realistic scenarios and score each message with rows scored 0 to 2. Also look at any real emails the student has sent to school staff, with permission; they show the student's default register. Note whether the student can tell you the four parts orally.
- Tips
- Use real purposes whenever possible (asking a teacher for an extension, confirming a job-shadow time) and, when the student agrees, send the message. Teach the difference between formal and casual register with side-by-side examples. The same rubric works for paper letters and online forms with a message box.
- Limits
- The rubric scores structure and purpose, not tone or conventions; add a mechanics goal if errors make messages hard to read. Scenario-based messages are easier than real ones with real stakes. Messages to actual recipients should be reviewed before sending until the student is reliable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-021.
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Goal
By the annual IEP review date, given a realistic purpose for contacting a teacher, employer, or office (for example, asking about a schedule or requesting a meeting), the student will write a formal email or letter that includes a greeting, a sentence stating the purpose, a clear request or question, and a closing with the student's name independently, earning a score of at least 7 out of 8 on an 8-point formal message rubric, on 3 of 4 consecutive scored messages, 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 3 out of 8 rubric points.
- Annual goal536 characters
- By the annual IEP review date, given a realistic purpose for contacting a teacher, employer, or office (for example, asking about a schedule or requesting a meeting), the student will write a formal email or letter that includes a greeting, a sentence stating the purpose, a clear request or question, and a closing with the student's name independently, earning a score of at least 7 out of 8 on an 8-point formal message rubric, on 3 of 4 consecutive scored messages, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a realistic purpose for contacting a teacher, employer, or office (for example, asking about a schedule or requesting a meeting)
- Behavior
- The student will write a formal email or letter that includes a greeting, a sentence stating the purpose, a clear request or question, and a closing with the student's name independently
- Criteria
- Earning a score of at least 7 out of 8 on an 8-point formal message rubric, on 3 of 4 consecutive scored messages
- 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 an 8-point formal message rubric
- Mastery rule:
- on 3 of 4 consecutive scored messages
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a realistic purpose for contacting a teacher, employer, or office (for example, asking about a schedule or requesting a meeting), the student will write a formal email or letter that includes a greeting, a sentence stating the purpose, a clear request or question, and a closing with the student's name independently, earning a score of at least 7 out of 8 on an 8-point formal message rubric, on 3 of 4 consecutive scored messages, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Opens with a greeting that fits the recipient and uses their name or title | States the purpose of the message in the first sentence or two | Makes a clear request or asks a clear question | Closes with a polite sign-off and the student's full name | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an 8-point formal message rubric. 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.