Contact a family member by phone or text when needed
When to use this goal
For students who carry a phone but cannot use it to reach a parent when a ride is late or plans change. Base the choice on present levels in phone operation and the family's rules about the phone; the contact list is set up with the family.
- 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. Arrange practice contacts with the family in advance so the call or text is answered; record whether the student could state the location, which is often the missing piece.
- Tips
- Set up the contact with a photo and a clear name. Agree with the family on a short message script. Students who do not speak can use text or a saved message. Pair with fn-cs-007 so the student can state where they are.
- Limits
- Depends on the student having a charged phone and the family answering. Practice scenarios are calmer than a real late ride; debrief what to do if no one answers.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-021.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a planned scenario (the ride is late, the student is at the wrong door) and the student's phone with a family contact saved, the student will complete the call or text to the family contact, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks, with the family's agreement for practice contacts.
Baseline: 2 of 6 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 6 steps independently.
- Annual goal421 characters
- By the annual IEP review date, given a planned scenario (the ride is late, the student is at the wrong door) and the student's phone with a family contact saved, the student will complete the call or text to the family contact, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks, with the family's agreement for practice contacts.
- Timeframe
- By the annual IEP review date
- Condition
- Given a planned scenario (the ride is late, the student is at the wrong door) and the student's phone with a family contact saved
- Behavior
- The student will complete the call or text to the family contact
- Criteria
- Performing all 6 steps independently, on 3 consecutive practice scenarios
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks, with the family's agreement for practice contacts
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 6 steps independently
- Mastery rule:
- on 3 consecutive practice scenarios
- Collection schedule:
- every two weeks, with the family's agreement for practice contacts
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a planned scenario (the ride is late, the student is at the wrong door) and the student's phone with a family contact saved, the student will complete the call or text to the family contact, performing all 6 steps independently, on 3 consecutive practice scenarios, as measured by a task-analysis checklist collected every two weeks, with the family's agreement for practice contacts.
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. Takes out the phone and unlocks it | ||||||||
| 2. Opens the saved family contact | ||||||||
| 3. Chooses call or text as the plan says | ||||||||
| 4. States or types the problem and the current location | ||||||||
| 5. Waits for the reply and follows the instruction given | ||||||||
| 6. Tells a nearby staff member what was arranged | ||||||||
| 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: 6 of 6).
- 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.