Hang up on scam calls and texts
When to use this goal
For older students with a phone who answer every call and reply to every text, including ones asking for money, codes, or personal information. Present levels in telling known from unknown contacts and in reading short messages decide fit.
- Baseline
- Use 6 role-plays and sample texts. Count correct when the student gave no information, ended the contact, and told someone. One mistake can cost money or identity, so the target is every opportunity.
- Tips
- Teach the red flags in plain words. Families can turn on call filtering. Never use real numbers or real account information in practice. Pair with online safety (fn-cs-018).
- Limits
- Scams change often; update examples. Role-plays may not match real pressure from a skilled caller.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-049.
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Goal
By the annual IEP review date, during a role-play call from a staff member pretending to be a prize company or the student's bank, the student will refuse to give information or money, end the call or delete the text, and tell a trusted person independently in 6 of 6 opportunities, across 3 consecutive monthly sessions, as measured by opportunity-by-opportunity data collected monthly.
Baseline: 2 of 6 opportunities.
- 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. Opportunities 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 opportunities 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 opportunities.
- Annual goal387 characters
- By the annual IEP review date, during a role-play call from a staff member pretending to be a prize company or the student's bank, the student will refuse to give information or money, end the call or delete the text, and tell a trusted person independently in 6 of 6 opportunities, across 3 consecutive monthly sessions, as measured by opportunity-by-opportunity data collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play call from a staff member pretending to be a prize company or the student's bank
- Behavior
- The student will refuse to give information or money, end the call or delete the text, and tell a trusted person independently
- Criteria
- In 6 of 6 opportunities, across 3 consecutive monthly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in 6 of 6 opportunities
- Mastery rule:
- across 3 consecutive monthly sessions
- Collection schedule:
- monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play call from a staff member pretending to be a prize company or the student's bank, the student will refuse to give information or money, end the call or delete the text, and tell a trusted person independently in 6 of 6 opportunities, across 3 consecutive monthly sessions, as measured by opportunity-by-opportunity data collected monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.