Get information from a recorded phone menu
When to use this goal
For older students preparing for adult life who need information from automated phone menus and recorded messages (hours, account balance, appointment times). Present levels in phone listening decide fit; captioned phones are a fine alternative.
- Baseline
- Set four phone tasks with known answers and score each task. Note whether streaming to the devices helps.
- Tips
- Teach backup routes: text lines, websites, and relay services. The student chooses the route they will use as an adult.
- Limits
- Menu sound quality is often poor. The template measures listening for a student whose family chose listening as one route; it never replaces sign language or captions the student also uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-aud-033.
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Goal
By the annual IEP review date, given a call to an automated phone line (such as a store's hours line or a pharmacy refill line) on the student's phone, the student will choose the menu options heard and write down the needed information independently with at least 80% accuracy on menu tasks completed correctly, in 3 of 4 consecutive monthly probes, as measured by work-sample analysis collected monthly.
Baseline: 40% 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 Auditory Skills (Deaf & Hard of Hearing).
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
- Vision, Hearing & Assistive Technology - Auditory Skills (Deaf & Hard of Hearing)
- Baseline
- 40% accuracy.
- Annual goal405 characters
- By the annual IEP review date, given a call to an automated phone line (such as a store's hours line or a pharmacy refill line) on the student's phone, the student will choose the menu options heard and write down the needed information independently with at least 80% accuracy on menu tasks completed correctly, in 3 of 4 consecutive monthly probes, as measured by work-sample analysis collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a call to an automated phone line (such as a store's hours line or a pharmacy refill line) on the student's phone
- Behavior
- The student will choose the menu options heard and write down the needed information independently
- Criteria
- With at least 80% accuracy on menu tasks completed correctly, in 3 of 4 consecutive monthly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Monthly
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 80% accuracy on menu tasks completed correctly
- Mastery rule:
- in 3 of 4 consecutive monthly probes
- Collection schedule:
- monthly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a call to an automated phone line (such as a store's hours line or a pharmacy refill line) on the student's phone, the student will choose the menu options heard and write down the needed information independently with at least 80% accuracy on menu tasks completed correctly, in 3 of 4 consecutive monthly probes, as measured by work-sample analysis collected monthly.
| 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.