Call a trusted adult when something goes wrong
When to use this goal
For students who are home alone for short times and freeze, wait, or try to fix a problem alone when something unexpected happens. Present levels in using a phone contact list and in telling small problems from emergencies decide fit, not grade. Real emergencies go to 911; this goal covers the problems that need a trusted adult.
- Baseline
- Run 5 role-play problems and count how many lead to a call or text within about a minute. Note whether the student contacts the right person and says what happened clearly. Ask the family which problems have come up at home.
- Tips
- The family picks the trusted adults and their order. Teach a short message: who I am, what happened, what I need. Mix in one true emergency now and then so the student also practices calling 911 for those (fn-cs-009).
- Limits
- Role-plays may not match a real problem's surprise. Home data depends on family report and on how often problems happen, so many weeks may have no home opportunities.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-055.
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Goal
By the annual IEP review date, during a role-play of a home-alone problem (the power goes out, a pipe leaks, they are locked out, they feel sick), the student will call or text a trusted adult from their contact list and say what happened independently in 5 of 5 opportunities, across 3 consecutive role-play sessions, as measured by opportunity-by-opportunity data collected every two weeks, during role-plays.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal411 characters
- By the annual IEP review date, during a role-play of a home-alone problem (the power goes out, a pipe leaks, they are locked out, they feel sick), the student will call or text a trusted adult from their contact list and say what happened independently in 5 of 5 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 of a home-alone problem (the power goes out, a pipe leaks, they are locked out, they feel sick)
- Behavior
- The student will call or text a trusted adult from their contact list and say what happened independently
- Criteria
- In 5 of 5 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 5 of 5 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 of a home-alone problem (the power goes out, a pipe leaks, they are locked out, they feel sick), the student will call or text a trusted adult from their contact list and say what happened independently in 5 of 5 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 | # + (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.