Handle a phone screen from an employer
When to use this goal
For students who have applied for jobs and will soon get calls from employers, and who let calls go to voicemail or answer unprepared. Present levels in phone skills (fn-tr-013) and listening decide the supports.
- Baseline
- Schedule a practice call without warning the student of the exact time, so it feels real. Mark each step from the student's notes and the caller's sheet.
- Tips
- Help the student set a professional voicemail greeting on the phone number used for applications. Students who use AAC or text relay can ask employers to email or text; that request is a valid step.
- Limits
- Real calls are unpredictable. Practice callers should vary questions so answers are not memorized.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-028.
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Goal
By the annual IEP review date, during a scheduled practice phone screen from an unfamiliar staff member acting as an employer, the student will answer the call, respond to the screening questions and agree on an interview time, performing at least 5 of 7 steps independently, on 3 consecutive phone screens, including practice calls, as measured by a task-analysis checklist collected every two weeks.
Baseline: 1 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 Job Seeking & Applications.
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
- Transition & Postsecondary Skills - Job Seeking & Applications
- Baseline
- 1 of 7 steps independently.
- Annual goal401 characters
- By the annual IEP review date, during a scheduled practice phone screen from an unfamiliar staff member acting as an employer, the student will answer the call, respond to the screening questions and agree on an interview time, performing at least 5 of 7 steps independently, on 3 consecutive phone screens, including practice calls, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a scheduled practice phone screen from an unfamiliar staff member acting as an employer
- Behavior
- The student will answer the call, respond to the screening questions and agree on an interview time
- Criteria
- Performing at least 5 of 7 steps independently, on 3 consecutive phone screens, including practice calls
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
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 5 of 7 steps independently
- Mastery rule:
- on 3 consecutive phone screens, including practice calls
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a scheduled practice phone screen from an unfamiliar staff member acting as an employer, the student will answer the call, respond to the screening questions and agree on an interview time, performing at least 5 of 7 steps independently, on 3 consecutive phone screens, including practice calls, as measured by a task-analysis checklist collected every two weeks.
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. Answers with a greeting and own name, or returns a voicemail within one day | ||||||||
| 2. Confirms which job the call is about | ||||||||
| 3. Answers the screening questions | ||||||||
| 4. States availability for an interview | ||||||||
| 5. Writes down the interview date, time, place and interviewer's name | ||||||||
| 6. Repeats the details back to the caller | ||||||||
| 7. Thanks the caller and ends the call | ||||||||
| 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: 5 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.