State full name, phone number, and address when asked
When to use this goal
For students who cannot give the information a helper would need if they were lost. Present levels in recall and communication (speech, AAC, or showing a card) decide the response mode and the order to teach: name first, then phone, then address. Full name, phone number, and address together is too much for preschool; for a preschool student, write the goal for first and last name only (the first objective).
- Baseline
- Ask for the three items on 3 occasions with different adults. Score each item correct only when complete and accurate (all digits of the phone number). Confirm the information with the family before probing.
- Tips
- The family decides what personal information is taught. For students experiencing homelessness, in foster care, or in protective situations (for example, a domestic violence safety plan), teach an emergency contact card instead of a home address, and confirm with the family or caseworker what may be shared. Students who do not speak can show an ID card or use an AAC page; that is independent. Keep the information private: practice one-to-one, not in front of the class. A song or rhythm helps many students recall the phone number.
- Limits
- Reciting information in a lesson differs from giving it when frightened; add role-plays. Addresses and phone numbers change; recheck with the family each year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 33% 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. Opportunity (trial) recording 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 33% accuracy.
- Annual goal351 characters
- By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by a familiar adult for own full name, phone number, and address
- Behavior
- The student will state own full name, a caregiver's phone number, and home address independently
- Criteria
- With 100% accuracy on personal information items, on 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 100% accuracy on personal information items
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked by a familiar adult for own full name, phone number, and address, the student will state own full name, a caregiver's phone number, and home address independently with 100% accuracy on personal information items, on 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.