Tell a safe helper their name and a caregiver's phone number
When to use this goal
For students who may not be able to tell a police officer, store employee, or school staff member who they are if they become separated from their group. Base the choice on communication mode and on family input. Students who do not speak can show an ID card or a device page; that is a complete answer.
- Baseline
- Run 3 or 4 practices with a staff member the student does not know well and record whether the student gave their name, the number, showed the card, or did not respond. Ask the family which number to use and whether they want the student to say it, show it, or both.
- Tips
- Because this is a safety skill, the target is every practice opportunity. Score correct when the helper ends up with the student's name and a working number, in any mode. Keep the ID card in the same place every day and update it with the family. Teach which helpers are safe to ask (staff, store employees at a register, police); talk with the family about their preferences.
- Limits
- Practice cannot fully recreate being lost; stress can change what the student does. Memorizing a number is not required; showing the card is a full answer. The goal does not replace supervision or the school's safety plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-032.
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Goal
By the annual IEP review date, during a monthly practice in which a staff member dressed as a store employee or officer asks, "What is your name? Who can I call?", the student will tell the helper their first and last name and a caregiver's phone number by speaking, signing, typing, or showing their ID card or device page independently in 4 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected monthly during practice in school and community settings.
Baseline: 0 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
- 0 of 4 opportunities.
- Annual goal506 characters
- By the annual IEP review date, during a monthly practice in which a staff member dressed as a store employee or officer asks, "What is your name? Who can I call?", the student will tell the helper their first and last name and a caregiver's phone number by speaking, signing, typing, or showing their ID card or device page independently in 4 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected monthly during practice in school and community settings.
- Timeframe
- By the annual IEP review date
- Condition
- During a monthly practice in which a staff member dressed as a store employee or officer asks, "What is your name? Who can I call?"
- Behavior
- The student will tell the helper their first and last name and a caregiver's phone number by speaking, signing, typing, or showing their ID card or device page independently
- Criteria
- In 4 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Monthly during practice in school and community settings
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 4 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- monthly during practice in school and community settings
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a monthly practice in which a staff member dressed as a store employee or officer asks, "What is your name? Who can I call?", the student will tell the helper their first and last name and a caregiver's phone number by speaking, signing, typing, or showing their ID card or device page independently in 4 of 4 opportunities, across 2 consecutive months, as measured by opportunity-by-opportunity data collected monthly during practice in school and community settings.
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.