Make a phone call or send a message to convey information
When to use this goal
For transition-age students who will need to call an employer, confirm an appointment, or message a family member and currently rely on adults to do it. Base the choice on transition assessments and access to a phone or device. Text or email can replace calls for students who do not use speech.
- Baseline
- Set up 2 practice calls or messages with familiar adults and score each step. Note whether the barrier is the technology, the script, or responding to unexpected questions. Review a few real messages the student has sent, with permission, for greeting, content, and closing.
- Tips
- Score each step as independent, prompted, or not completed. For messages, the greeting and closing steps are the written equivalents. Use real purposes whenever possible (a job site, a family member, the school office). For AAC users, a call can be made by playing device messages or by text relay; agree on the mode in advance.
- Limits
- Practice calls to familiar adults are easier than real calls; include at least one unfamiliar receiver before mastery. Phone access and family rules vary; coordinate with the family. The checklist does not cover safety rules about who to contact, which belong in community safety goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-019.
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Goal
By the annual IEP review date, when they need to convey information to a person outside the classroom (such as confirm a ride, report an absence to a work site, ask about an appointment), the student will complete the call or message, performing at least 5 of 6 steps independently, across 3 consecutive calls or messages, as measured by a task-analysis checklist collected weekly through planned practice plus real opportunities.
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 goal430 characters
- By the annual IEP review date, when they need to convey information to a person outside the classroom (such as confirm a ride, report an absence to a work site, ask about an appointment), the student will complete the call or message, performing at least 5 of 6 steps independently, across 3 consecutive calls or messages, as measured by a task-analysis checklist collected weekly through planned practice plus real opportunities.
- Timeframe
- By the annual IEP review date
- Condition
- When they need to convey information to a person outside the classroom (such as confirm a ride, report an absence to a work site, ask about an appointment)
- Behavior
- The student will complete the call or message
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive calls or messages
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly through planned practice plus real opportunities
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 calls or messages
- Collection schedule:
- weekly through planned practice plus real opportunities
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they need to convey information to a person outside the classroom (such as confirm a ride, report an absence to a work site, ask about an appointment), the student will complete the call or message, performing at least 5 of 6 steps independently, across 3 consecutive calls or messages, as measured by a task-analysis checklist collected weekly through planned practice plus real opportunities.
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. Identifies the person and the purpose before starting | ||||||||
| 2. Dials, opens the thread, or starts the message correctly | ||||||||
| 3. Greets and states their name | ||||||||
| 4. States the information or question clearly | ||||||||
| 5. Responds to the other person's question or confirms the answer | ||||||||
| 6. Ends with a closing (thanks, goodbye) and records any needed information | ||||||||
| 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.