Deliver a message to another adult in the building
When to use this goal
For students building functional communication with people outside the classroom, often as a job or helper role. Base the choice on mobility and wayfinding skills and communication mode. The message can be spoken, signed, written, or on a device.
- Baseline
- Give 2 or 3 short messages to deliver to familiar adults nearby and score each step. Note whether the barrier is remembering the message, finding the location, getting attention, or reporting back. Check that the receiving adults know the student is working on this and will wait for the full message.
- Tips
- Score each step as independent, prompted, or not completed. A written note or device message is a full delivery; the attention-getting and report-back steps still apply. Keep messages short and real (attendance, a borrowed item, a lunch count). Receiving adults should respond warmly and give a clear reply.
- Limits
- Requires safe, supervised movement in the building; pair with school independence goals if wayfinding is the barrier. Opportunities depend on classroom jobs; schedule them. The checklist does not measure message accuracy when the message is long; keep messages to one or two pieces of information.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-016.
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Goal
By the annual IEP review date, when asked to deliver a short message to the office, another teacher, or the cafeteria, the student will deliver the message to the correct adult, performing at least 5 of 6 steps independently, across 3 consecutive deliveries, as measured by a task-analysis checklist collected twice weekly during classroom jobs.
Baseline: 2 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 Functional Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 2 of 6 steps independently.
- Annual goal345 characters
- By the annual IEP review date, when asked to deliver a short message to the office, another teacher, or the cafeteria, the student will deliver the message to the correct adult, performing at least 5 of 6 steps independently, across 3 consecutive deliveries, as measured by a task-analysis checklist collected twice weekly during classroom jobs.
- Timeframe
- By the annual IEP review date
- Condition
- When asked to deliver a short message to the office, another teacher, or the cafeteria
- Behavior
- The student will deliver the message to the correct adult
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive deliveries
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly during classroom jobs
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:
- across 3 consecutive deliveries
- Collection schedule:
- twice weekly during classroom jobs
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when asked to deliver a short message to the office, another teacher, or the cafeteria, the student will deliver the message to the correct adult, performing at least 5 of 6 steps independently, across 3 consecutive deliveries, as measured by a task-analysis checklist collected twice weekly during classroom jobs.
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. Repeats or shows the message to the sender before leaving | ||||||||
| 2. Goes to the correct location | ||||||||
| 3. Gets the adult's attention (name, "excuse me," knock, or attention message) | ||||||||
| 4. Delivers the message by speech, sign, note, or device | ||||||||
| 5. Waits for and takes any reply | ||||||||
| 6. Returns and reports the reply or that the message was delivered | ||||||||
| 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.