Answer the home phone without sharing being alone
When to use this goal
For older students whose family is starting to leave them home alone for short times and who tell any caller that no one else is home. Present levels in answering a phone and in following a short family rule decide fit. The family sets the rule (let it go to voicemail, answer only known numbers, or take a message).
- Baseline
- Run 6 role-play calls with different callers (a relative, a survey caller, someone asking for a parent by name). Score met only when the student followed the family's rule and did not say they were alone. Ask the family how the phone is usually answered at home.
- Tips
- Build the script with the family so it matches home. Many families now use cell phones only; adapt the condition to the student's own phone and caller ID. Pair with fn-cs-050 (the door) and fn-cs-049 (scam calls).
- Limits
- Home data depends on family report. The goal covers phone calls only; it does not decide whether a student is ready to stay home alone, which is a family decision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-054.
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Goal
By the annual IEP review date, during a role-play with staff calling as an unknown caller who asks for a parent, the student will follow the family's phone rule and say the adult cannot come to the phone right now independently in 6 of 6 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected every two weeks, during role-plays.
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 goal386 characters
- By the annual IEP review date, during a role-play with staff calling as an unknown caller who asks for a parent, the student will follow the family's phone rule and say the adult cannot come to the phone right now independently in 6 of 6 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected every two weeks, during role-plays.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with staff calling as an unknown caller who asks for a parent
- Behavior
- The student will follow the family's phone rule and say the adult cannot come to the phone right now independently
- Criteria
- In 6 of 6 opportunities, across 3 consecutive role-play sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks, during role-plays
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 role-play sessions
- Collection schedule:
- every two weeks, during role-plays
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play with staff calling as an unknown caller who asks for a parent, the student will follow the family's phone rule and say the adult cannot come to the phone right now independently in 6 of 6 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected every two weeks, during role-plays.
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.