Call emergency services in a practice scenario
When to use this goal
For students who can use a phone and need to learn when and how to call for help. Base the choice on present levels in phone use and in telling emergencies from non-emergencies; practice uses a disconnected phone, a practice app, or a staff phone, never a real emergency line.
- Baseline
- Observe the routine on at least 3 occasions before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice. Include non-emergency scenarios (a lost toy, a sibling being annoying) in baseline to see whether the student can tell them apart; calling for a non-emergency is scored as an error on step 1.
- Tips
- Never dial a real emergency number in practice; use a practice phone or an unplugged handset. Teach the address with fn-cs-007 first. Tell the family what is being taught so home practice matches and the student knows when calling is right.
- Limits
- Real emergencies involve fear and noise that practice cannot reproduce. Students who use AAC may need a text-to-emergency option where available; check local availability.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-009.
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Goal
By the annual IEP review date, given an emergency scenario card (a person is not breathing, a fire in the kitchen) and a practice phone, the student will complete the practice emergency call, performing all 7 steps independently, on 3 consecutive practice calls, as measured by a task-analysis checklist collected every two weeks.
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 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
- 2 of 7 steps independently.
- Annual goal330 characters
- By the annual IEP review date, given an emergency scenario card (a person is not breathing, a fire in the kitchen) and a practice phone, the student will complete the practice emergency call, performing all 7 steps independently, on 3 consecutive practice calls, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an emergency scenario card (a person is not breathing, a fire in the kitchen) and a practice phone
- Behavior
- The student will complete the practice emergency call
- Criteria
- Performing all 7 steps independently, on 3 consecutive practice calls
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 practice calls
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given an emergency scenario card (a person is not breathing, a fire in the kitchen) and a practice phone, the student will complete the practice emergency call, performing all 7 steps independently, on 3 consecutive practice calls, as measured by a task-analysis checklist collected every two weeks.
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. States that the scenario is an emergency | ||||||||
| 2. Dials the emergency number on the practice phone | ||||||||
| 3. States what the emergency is in one sentence | ||||||||
| 4. States the address or location | ||||||||
| 5. Answers the dispatcher's questions (who is hurt, is the person awake) | ||||||||
| 6. Stays on the line until the dispatcher says to hang up | ||||||||
| 7. Goes to a safe place or opens the door for responders as told | ||||||||
| 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.