Make a phone call through relay or captions
When to use this goal
For older students who are deaf or hard of hearing who need to make calls to businesses, doctors, or employers, using a captioned phone app, video relay, or text relay. Present levels in device use and in planning a call decide fit.
- Baseline
- Watch a practice call and a real call and mark each step. Ask which service the student prefers.
- Tips
- Relay services are free in the US for people who are deaf or hard of hearing; help the student register. Some students prefer texting or email; teach when each fits.
- Limits
- Hold times and phone menus are hard for everyone. Hearing technology is one access route the family and student chose; it does not replace sign language, captions, or other visual access where the student uses them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-ht-025.
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Goal
By the annual IEP review date, given a real reason to call (such as booking an appointment or asking about a job), with the student's captioned phone app or video relay service, the student will place the call through the relay or caption service, state the reason, get the needed information, and record it, performing all 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected twice a month.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Hearing Technology Self-Management.
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 - Hearing Technology Self-Management
- Baseline
- 2 of 7 steps independently.
- Annual goal436 characters
- By the annual IEP review date, given a real reason to call (such as booking an appointment or asking about a job), with the student's captioned phone app or video relay service, the student will place the call through the relay or caption service, state the reason, get the needed information, and record it, performing all 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected twice a month.
- Timeframe
- By the annual IEP review date
- Condition
- Given a real reason to call (such as booking an appointment or asking about a job), with the student's captioned phone app or video relay service
- Behavior
- The student will place the call through the relay or caption service, state the reason, get the needed information, and record it
- Criteria
- Performing all 7 steps independently, on 3 consecutive calls
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice a month
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 7 steps independently
- Mastery rule:
- on 3 consecutive calls
- Collection schedule:
- twice a month
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a real reason to call (such as booking an appointment or asking about a job), with the student's captioned phone app or video relay service, the student will place the call through the relay or caption service, state the reason, get the needed information, and record it, performing all 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected twice a month.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Write the purpose and key questions for the call | ||||||||
| 2. Open the relay or caption service | ||||||||
| 3. Enter or give the number to call | ||||||||
| 4. Greet and explain the reason for the call | ||||||||
| 5. Ask the questions and follow the captions or interpreter | ||||||||
| 6. Confirm the information heard (such as the appointment date) | ||||||||
| 7. Write down the result and end the call | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.