Call in when sick or running late
When to use this goal
For students with a placement or job who simply do not show up when sick or late, or who have a parent call for them. Present levels in phone use and communication decide whether a script or text template is used; follow the site's call-in policy.
- Baseline
- Use practice scenarios first and record steps; real call-ins are rare and unpredictable. Ask the family how absences were handled before.
- Tips
- Get the site's policy in writing. Students do not have to share private health details; a few words are enough. Reliability is one of the top things employers look for.
- Limits
- Real opportunities are few, so practice carries the data. Calling depends on having a working phone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-057.
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Goal
By the annual IEP review date, when the student will be absent or late for a work shift, following the site's call-in policy, the student will contact the supervisor before the shift starts, say the reason and the expected return, and record the call, performing at least 5 of 7 steps independently, on 3 consecutive call-ins, including practice scenarios, as measured by a task-analysis checklist collected at each real or practice call-in, summarized monthly.
Baseline: 1 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 Vocational & Work Readiness.
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 - Vocational & Work Readiness
- Baseline
- 1 of 7 steps independently.
- Annual goal461 characters
- By the annual IEP review date, when the student will be absent or late for a work shift, following the site's call-in policy, the student will contact the supervisor before the shift starts, say the reason and the expected return, and record the call, performing at least 5 of 7 steps independently, on 3 consecutive call-ins, including practice scenarios, as measured by a task-analysis checklist collected at each real or practice call-in, summarized monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student will be absent or late for a work shift, following the site's call-in policy
- Behavior
- The student will contact the supervisor before the shift starts, say the reason and the expected return, and record the call
- Criteria
- Performing at least 5 of 7 steps independently, on 3 consecutive call-ins, including practice scenarios
- Evaluation method
- A task-analysis checklist
- Schedule
- At each real or practice call-in, summarized 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 7 steps independently
- Mastery rule:
- on 3 consecutive call-ins, including practice scenarios
- Collection schedule:
- at each real or practice call-in, summarized monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student will be absent or late for a work shift, following the site's call-in policy, the student will contact the supervisor before the shift starts, say the reason and the expected return, and record the call, performing at least 5 of 7 steps independently, on 3 consecutive call-ins, including practice scenarios, as measured by a task-analysis checklist collected at each real or practice call-in, summarized 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. Decides before the shift starts that a call is needed | ||||||||
| 2. Finds the supervisor's number or the call-in line | ||||||||
| 3. Calls or texts as the policy requires | ||||||||
| 4. Gives own name and the shift | ||||||||
| 5. States the reason in a few words and the expected return or arrival time | ||||||||
| 6. Writes down any instructions from the supervisor | ||||||||
| 7. Tells the job coach or transition coordinator | ||||||||
| 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 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.