Find a name and number in a contact list
When to use this goal
For students who need to find a phone number, room number, or email in an alphabetical list and who can recognize initial letters. Present levels in letter order and name reading decide the list length and whether it is paper or digital.
- Baseline
- Probe with a list the student has not seen. Time each search as a secondary measure; a correct answer after three minutes of scanning line by line suggests the alphabetical strategy is missing.
- Tips
- Use the school directory and the student's own emergency contacts (with the family's permission) so the task is useful. Digital search is a legitimate strategy; include it as a progression step toward the device condition.
- Limits
- Alphabetical order by last name confuses many students; decide which order the list uses and teach it. Finding a number is not the same as calling it; see fn-tr-013.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-010.
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Goal
By the annual IEP review date, given a printed contact list of 20 names in alphabetical order and 5 names to find, the student will find each name and state or write the number beside it independently with at least 90% accuracy on names found, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy 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 percent accuracy 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 Functional Academics.
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 - Functional Academics
- Baseline
- 40% accuracy.
- Annual goal333 characters
- By the annual IEP review date, given a printed contact list of 20 names in alphabetical order and 5 names to find, the student will find each name and state or write the number beside it independently with at least 90% accuracy on names found, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed contact list of 20 names in alphabetical order and 5 names to find
- Behavior
- The student will find each name and state or write the number beside it independently
- Criteria
- With at least 90% accuracy on names found, on 3 consecutive probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on names found
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a printed contact list of 20 names in alphabetical order and 5 names to find, the student will find each name and state or write the number beside it independently with at least 90% accuracy on names found, on 3 consecutive probes, as measured by opportunity-by-opportunity data collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.