Write a thank-you note with a specific detail
When to use this goal
For young writers who can write a sentence and are ready to write for a real reader. Present levels should show a few connected words or a sentence; the target is the parts of a note that make it clear who it is for and why.
- Baseline
- Collect two or three notes, cards, or letters the student wrote this year and check them for the four parts. If none exist, create an occasion (a thank-you to the custodian or librarian). Note which parts are present without help.
- Tips
- Real occasions happen every month in most classrooms; plan four per data cycle. Deliver the notes, since a real reader is what makes this writing matter. Accept drawn details alongside words for younger students.
- Limits
- Occasions are irregular, so data can be sparse; create practice occasions if needed. A short note is a small sample of writing. The goal does not measure spelling or handwriting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-050.
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Goal
By the annual IEP review date, after a class visitor, field trip, or gift, given note paper and a picture word bank, the student will write a thank-you note that names the person, says what the thanks is for, gives one detail about why it mattered, and ends with the student's name independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected monthly.
Baseline: 0 of 4 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 0 of 4 opportunities.
- Annual goal432 characters
- By the annual IEP review date, after a class visitor, field trip, or gift, given note paper and a picture word bank, the student will write a thank-you note that names the person, says what the thanks is for, gives one detail about why it mattered, and ends with the student's name independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After a class visitor, field trip, or gift, given note paper and a picture word bank
- Behavior
- The student will write a thank-you note that names the person, says what the thanks is for, gives one detail about why it mattered, and ends with the student's name independently
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months of data
- Collection schedule:
- monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a class visitor, field trip, or gift, given note paper and a picture word bank, the student will write a thank-you note that names the person, says what the thanks is for, gives one detail about why it mattered, and ends with the student's name independently in at least 3 of 4 opportunities, across 2 consecutive months of data, as measured by opportunity-by-opportunity data collected monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.