Make a phone call with a greeting, purpose, and closing
When to use this goal
For high school students who avoid phone calls or cannot get through a call to an office, employer, or service, which affects transition and independence. Base the choice on transition goals and the student's own priorities. Video calls and voicemail can be included.
- Baseline
- Role-play two calls with different purposes and score them. Ask the student which calls they need to make (doctor, work, school) and how they feel about phones; anxiety is common and the script support helps. Identify whether the student can handle an automated menu.
- Tips
- Score each row 0 to 2 as defined. The script is an acceptable long-term support for many students; record when it is used. Real calls should be planned with the other party aware when possible. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Stuttering or AAC use is never scored; a text-based alternative is a valid plan for students who prefer it.
- Limits
- Role-play calls are predictable; real calls include hold music, menus, and unexpected questions. Phone anxiety may limit progress regardless of language skill. Some students will reasonably prefer email or text (sl-prag-017).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-016.
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Goal
By the annual IEP review date, during a role-play phone call to a business, office, or service with the SLP as the other party, the student will complete the call with a greeting and self-introduction, a clear statement of the purpose, a response to the other party's questions, and a closing independently, earning a score of at least 7 out of 8 on a 4-row phone call rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Pragmatic Language.
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
- Speech & Language - Pragmatic Language
- Baseline
- 2 out of 8 rubric points.
- Annual goal504 characters
- By the annual IEP review date, during a role-play phone call to a business, office, or service with the SLP as the other party, the student will complete the call with a greeting and self-introduction, a clear statement of the purpose, a response to the other party's questions, and a closing independently, earning a score of at least 7 out of 8 on a 4-row phone call rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play phone call to a business, office, or service with the SLP as the other party
- Behavior
- The student will complete the call with a greeting and self-introduction, a clear statement of the purpose, a response to the other party's questions, and a closing independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row phone call rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row phone call rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a role-play phone call to a business, office, or service with the SLP as the other party, the student will complete the call with a greeting and self-introduction, a clear statement of the purpose, a response to the other party's questions, and a closing independently, earning a score of at least 7 out of 8 on a 4-row phone call rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Greeting and self-introduction (0 = absent, 1 = partial, 2 = complete) | States the purpose of the call clearly | Answers the other party's questions or asks for a repeat when needed | Closes the call (thanks, goodbye) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row phone call rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.