Introduce themselves to a new adult
When to use this goal
For high school and transition-age students meeting new adults at job sites, appointments, or community programs who do not yet give their name and purpose. Base the choice on observation in community-based instruction and the student's transition goals. Introductions in speech, AAC, or a printed card count.
- Baseline
- Observe five first meetings or check-ins and record name, purpose, or neither. Ask the student and family which settings matter most after graduation.
- Tips
- Each first meeting or check-in is one opportunity; score correct when the student gives their name and purpose in any mode. Handshakes, body language, and posture are not scored.
- Limits
- Opportunities depend on the community schedule. A memorized script may not flex to unexpected replies; add a follow-up response goal if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-048.
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Goal
By the annual IEP review date, when arriving at a job site, volunteer placement, or appointment and meeting a new adult, the student will introduce themselves by giving their name and the reason they are there (such as "Hi, I'm Sam. I'm here for my 2:00 shift.") independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction outing.
Baseline: 1 of 5 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. Direct observation 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 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
- 1 of 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, when arriving at a job site, volunteer placement, or appointment and meeting a new adult, the student will introduce themselves by giving their name and the reason they are there (such as "Hi, I'm Sam. I'm here for my 2:00 shift.") independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction outing.
- Timeframe
- By the annual IEP review date
- Condition
- When arriving at a job site, volunteer placement, or appointment and meeting a new adult
- Behavior
- The student will introduce themselves by giving their name and the reason they are there (such as "Hi, I'm Sam. I'm here for my 2:00 shift.") independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- During each community-based instruction outing
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 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- during each community-based instruction outing
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when arriving at a job site, volunteer placement, or appointment and meeting a new adult, the student will introduce themselves by giving their name and the reason they are there (such as "Hi, I'm Sam. I'm here for my 2:00 shift.") independently in at least 4 of 5 opportunities, across 2 consecutive months, as measured by direct observation collected during each community-based instruction outing.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.