Greet and introduce themselves to a new adult
When to use this goal
For students who greet familiar staff but go silent or hide when meeting a new adult such as a bus driver, a librarian, a coach, or a guest speaker. Base the choice on observation across settings. Greetings and introductions can be spoken, signed, typed, or played from a device, and a wave plus a device message is complete.
- Baseline
- Set up 3 or 4 planned introductions with adults the student has not met and record whether they greeted, gave their name, used the stored message, or did not respond. Ask the family how the student meets new people outside school and what they call themselves (a nickname or a name in the home language is correct).
- Tips
- Plan 4 introductions a month across settings, since natural ones are unpredictable. Score correct when the student greets and gives their name within about 10 seconds. A greeting in the home language counts. Do not require a handshake or any touch; offer it as an option only.
- Limits
- Meeting strangers is stressful for many students, and some cultures teach children to stay quiet with unknown adults; talk with the family before writing the goal. Safety teaching about strangers should be clear about which adults are safe (staff, helpers the family approves). The goal does not measure conversation after the introduction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-030.
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Goal
By the annual IEP review date, when a new adult (such as a substitute bus driver, a coach, a librarian, a volunteer) greets them or is introduced to them, the student will greet the new adult and tell them their name by speaking, signing, typing, or selecting a message on their device independently in at least 3 of 4 opportunities, across 3 consecutive months, as measured by opportunity-by-opportunity data collected monthly through planned introductions plus natural events logged by staff.
Baseline: 1 of 4 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 4 opportunities.
- Annual goal494 characters
- By the annual IEP review date, when a new adult (such as a substitute bus driver, a coach, a librarian, a volunteer) greets them or is introduced to them, the student will greet the new adult and tell them their name by speaking, signing, typing, or selecting a message on their device independently in at least 3 of 4 opportunities, across 3 consecutive months, as measured by opportunity-by-opportunity data collected monthly through planned introductions plus natural events logged by staff.
- Timeframe
- By the annual IEP review date
- Condition
- When a new adult (such as a substitute bus driver, a coach, a librarian, a volunteer) greets them or is introduced to them
- Behavior
- The student will greet the new adult and tell them their name by speaking, signing, typing, or selecting a message on their device independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive months
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly through planned introductions plus natural events logged by staff
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive months
- Collection schedule:
- monthly through planned introductions plus natural events logged by staff
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a new adult (such as a substitute bus driver, a coach, a librarian, a volunteer) greets them or is introduced to them, the student will greet the new adult and tell them their name by speaking, signing, typing, or selecting a message on their device independently in at least 3 of 4 opportunities, across 3 consecutive months, as measured by opportunity-by-opportunity data collected monthly through planned introductions plus natural events logged by staff.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.