Call or message a supervisor to report being sick
When to use this goal
For high school and transition-age students with a job, internship, or community placement who stay home sick without telling anyone, or ask a parent to call for them. Base the choice on transition assessment and on whether the student uses phone calls, text, or email more reliably. The task can be practiced at school with a job coach playing the supervisor.
- Baseline
- Run 2 role-plays with the job coach and record each step. Ask the family and the placement how past absences were reported and by whom. Check the workplace's actual call-in rule (call, text, or app; how many hours before the shift) and write the steps to match it.
- Tips
- Score the steps the student does without help. Students may choose text or app messages if the workplace accepts them; voice calls are not more correct. Teach that sick details are private; "I'm sick and can't come in" is enough. Real absences are scored from the supervisor's or family's report.
- Limits
- Real absences are unpredictable and rare, so role-plays carry most of the data. Workplace rules vary; the task list must be rewritten for each placement. The goal does not decide whether the student is too sick to work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-028.
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Goal
By the annual IEP review date, when they are too sick to go to their job, internship, or community placement, the student will contact the supervisor by phone, text, or the workplace app to report that they are sick and will miss the shift, performing at least 6 of 7 steps independently, on 3 consecutive scored calls or role-plays, as measured by a task-analysis checklist collected every two weeks during role-play and at each real absence.
Baseline: 2 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 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 7 steps independently.
- Annual goal443 characters
- By the annual IEP review date, when they are too sick to go to their job, internship, or community placement, the student will contact the supervisor by phone, text, or the workplace app to report that they are sick and will miss the shift, performing at least 6 of 7 steps independently, on 3 consecutive scored calls or role-plays, as measured by a task-analysis checklist collected every two weeks during role-play and at each real absence.
- Timeframe
- By the annual IEP review date
- Condition
- When they are too sick to go to their job, internship, or community placement
- Behavior
- The student will contact the supervisor by phone, text, or the workplace app to report that they are sick and will miss the shift
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive scored calls or role-plays
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks during role-play and at each real absence
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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive scored calls or role-plays
- Collection schedule:
- every two weeks during role-play and at each real absence
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they are too sick to go to their job, internship, or community placement, the student will contact the supervisor by phone, text, or the workplace app to report that they are sick and will miss the shift, performing at least 6 of 7 steps independently, on 3 consecutive scored calls or role-plays, as measured by a task-analysis checklist collected every two weeks during role-play and at each real absence.
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. Find the supervisor's number or contact in their phone | ||||||||
| 2. Make contact before the shift starts (by the time the workplace sets) | ||||||||
| 3. Say or write their name and which shift they are missing | ||||||||
| 4. Say or write that they are sick (no medical details required) | ||||||||
| 5. Answer the supervisor's questions or say when they expect to return | ||||||||
| 6. Close the call or message (such as "Thank you, I'll let you know tomorrow") | ||||||||
| 7. Tell their job coach or teacher that they reported the absence | ||||||||
| 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: 6 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.