Work phone script read aloud accurately
When to use this goal
For high school students in work-based learning who will read short scripts aloud (taking a phone message, greeting a customer, a call-in for an absence) and who stumble on names, numbers, or business words. Script level comes from present levels; scripts can be adapted.
- Baseline
- Use three different scripts with a similar mix of names and numbers. Record errors on names, numbers, and general words separately; numbers are often the hardest. Note whether the student reads phone numbers in groups.
- Tips
- Ties fluency to a transition goal and to the student's work interests. Students who use AAC can program the script and play it, with a separate goal for that; this goal is for students reading aloud.
- Limits
- Scripts are short, so a single error changes the percent noticeably. Role plays are easier than a live phone call; generalize to real settings before calling it mastered.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-055.
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Goal
By the annual IEP review date, during a role play, given an unpracticed 60- to 100-word work script with names, times, and a phone number, the student will read the script aloud to the listener, including names, times, and numbers independently with at least 98% accuracy on words and numbers read in the script, on 3 of 4 consecutive scored role plays, as measured by curriculum-based measurement probes collected weekly.
Baseline: 85% 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. Curriculum-based measurement 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 Reading Fluency.
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
- Reading - Reading Fluency
- Baseline
- 85% accuracy.
- Annual goal422 characters
- By the annual IEP review date, during a role play, given an unpracticed 60- to 100-word work script with names, times, and a phone number, the student will read the script aloud to the listener, including names, times, and numbers independently with at least 98% accuracy on words and numbers read in the script, on 3 of 4 consecutive scored role plays, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a role play, given an unpracticed 60- to 100-word work script with names, times, and a phone number
- Behavior
- The student will read the script aloud to the listener, including names, times, and numbers independently
- Criteria
- With at least 98% accuracy on words and numbers read in the script, on 3 of 4 consecutive scored role plays
- Evaluation method
- Curriculum-based measurement probes
- 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 98% accuracy on words and numbers read in the script
- Mastery rule:
- on 3 of 4 consecutive scored role plays
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, during a role play, given an unpracticed 60- to 100-word work script with names, times, and a phone number, the student will read the script aloud to the listener, including names, times, and numbers independently with at least 98% accuracy on words and numbers read in the script, on 3 of 4 consecutive scored role plays, as measured by curriculum-based measurement probes 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.