Give name, address, and problem to a dispatcher
When to use this goal
For students who can dial a practice phone but freeze or give partial information once a dispatcher starts asking questions. Present levels in stating personal information and in answering questions under mild pressure decide fit, not grade. Practice always uses a practice phone or an unplugged handset, never a real emergency line.
- Baseline
- Run 5 practice calls with different scenarios (a kitchen fire, a person who fell and cannot get up, a car crash outside). Score an opportunity as met only when all three parts were given clearly enough for the staff dispatcher to repeat them back. Note which part is missed most often; it is usually the address.
- Tips
- Teach the address first if it is not yet solid (fn-cs-007). Vary the scenarios so the student describes the problem in their own words rather than reciting one script. Tell the family what is being taught so home practice uses the same unplugged phone rule.
- Limits
- A practice call cannot recreate the stress of a real emergency. Students who use AAC may need a stored emergency message and a text-to-911 plan where the local service offers it; check with the family and local guidance rather than assuming.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-051.
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Goal
By the annual IEP review date, during a practice emergency call on an unplugged phone, with a staff member answering as the dispatcher, the student will state their name, the full address, and what the problem is when the dispatcher asks independently in 5 of 5 opportunities, across 3 consecutive practice sessions, as measured by opportunity-by-opportunity data collected every two weeks, during practice calls.
Baseline: 2 of 5 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 5 opportunities.
- Annual goal413 characters
- By the annual IEP review date, during a practice emergency call on an unplugged phone, with a staff member answering as the dispatcher, the student will state their name, the full address, and what the problem is when the dispatcher asks independently in 5 of 5 opportunities, across 3 consecutive practice sessions, as measured by opportunity-by-opportunity data collected every two weeks, during practice calls.
- Timeframe
- By the annual IEP review date
- Condition
- During a practice emergency call on an unplugged phone, with a staff member answering as the dispatcher
- Behavior
- The student will state their name, the full address, and what the problem is when the dispatcher asks independently
- Criteria
- In 5 of 5 opportunities, across 3 consecutive practice sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks, during practice calls
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 5 of 5 opportunities
- Mastery rule:
- across 3 consecutive practice sessions
- Collection schedule:
- every two weeks, during practice calls
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a practice emergency call on an unplugged phone, with a staff member answering as the dispatcher, the student will state their name, the full address, and what the problem is when the dispatcher asks independently in 5 of 5 opportunities, across 3 consecutive practice sessions, as measured by opportunity-by-opportunity data collected every two weeks, during practice calls.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.