Update a contact list of adult service providers
When to use this goal
For students connected to several agencies and providers (a VR counselor, a case manager, a college office, an employer) who rely on the school to remember who is who. Present levels in organization and phone use decide whether the list is on paper or in the phone's contacts.
- Baseline
- Check the student's list after the next new contact. Note whether contacts are saved with a role; a phone full of first names is hard to use.
- Tips
- Saving contacts in the phone with the role in the name (for example, the agency name after the person's name) helps the student find them. The list goes in the exit portfolio (fn-tr-028).
- Limits
- Depends on the student having new contacts. Contact details change often.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-043.
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Goal
By the annual IEP review date, after each new agency or provider contact, given own contact list on paper or in a phone, the student will add or update each provider's name, role, agency, phone and email and note when last contacted, performing at least 5 of 6 steps independently, on 3 consecutive updates, as measured by a task-analysis checklist collected monthly.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal367 characters
- By the annual IEP review date, after each new agency or provider contact, given own contact list on paper or in a phone, the student will add or update each provider's name, role, agency, phone and email and note when last contacted, performing at least 5 of 6 steps independently, on 3 consecutive updates, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After each new agency or provider contact, given own contact list on paper or in a phone
- Behavior
- The student will add or update each provider's name, role, agency, phone and email and note when last contacted
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive updates
- Evaluation method
- A task-analysis checklist
- Schedule
- 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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive updates
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after each new agency or provider contact, given own contact list on paper or in a phone, the student will add or update each provider's name, role, agency, phone and email and note when last contacted, performing at least 5 of 6 steps independently, on 3 consecutive updates, as measured by a task-analysis checklist collected 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. Gets the business card or contact details at the meeting | ||||||||
| 2. Adds the person's name and role | ||||||||
| 3. Adds the agency or office name | ||||||||
| 4. Adds phone and email | ||||||||
| 5. Notes the date of the last contact and what it was about | ||||||||
| 6. Removes or marks contacts who have changed | ||||||||
| 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: 5 of 6).
- 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.