Make a phone call to request information
When to use this goal
For students who text but avoid calls, or who call and cannot state what they need. Base the choice on present levels in communication and the SLP's input; the calls should be real (store hours, program information) and planned with a script.
- Baseline
- Observe 2 calls, one role-played and one real, and mark each step. Real calls add voicemail systems and menus, so note what happened if the call did not reach a person.
- Tips
- Start with role-play calls to a staff phone, then real calls with the adult beside the student. Use the school phone or a classroom device, not the student's personal number, unless the family agrees. Leaving a voicemail can be a separate progression step.
- Limits
- Businesses may not answer or may transfer the call; those calls are practice, not data. Students who use AAC can make calls with speech output, but the person answering may need the student to repeat, which slows the routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a script and a real reason to call a business or program, such as asking about hours or how to apply, the student will complete the phone call and record the answer received, performing at least 6 of 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected at each call, at least twice monthly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Transition-Related 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
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 2 of 7 steps independently.
- Annual goal372 characters
- By the annual IEP review date, given a script and a real reason to call a business or program, such as asking about hours or how to apply, the student will complete the phone call and record the answer received, performing at least 6 of 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected at each call, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a script and a real reason to call a business or program, such as asking about hours or how to apply
- Behavior
- The student will complete the phone call and record the answer received
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive calls
- Evaluation method
- A task-analysis checklist
- Schedule
- At each call, at least twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive calls
- Collection schedule:
- at each call, at least twice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a script and a real reason to call a business or program, such as asking about hours or how to apply, the student will complete the phone call and record the answer received, performing at least 6 of 7 steps independently, on 3 consecutive calls, as measured by a task-analysis checklist collected at each call, at least twice monthly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Finds the phone number and writes the question before calling | ||||||||
| 2. Dials the number and waits for an answer | ||||||||
| 3. Greets the person and gives own name | ||||||||
| 4. States the question or request | ||||||||
| 5. Listens and writes the answer, asking the person to repeat if needed | ||||||||
| 6. Thanks the person and says goodbye | ||||||||
| 7. Checks the notes and tells the adult what was learned | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.