Take a written phone or voicemail message
When to use this goal
For transition-age students who will need to take messages at home, at a job, or in a school office placement, and who now miss names, numbers, or the reason for the call. Present levels should show the student can write or type short phrases; the target is capturing the key details of a spoken message.
- Baseline
- Play four recorded messages over two weeks and score each of the four details (name, number, reason, time) as correct or not. Percent is details correct out of details possible. Note whether errors are in numbers (often a working-memory issue) or in the reason (a summarizing issue).
- Tips
- Use realistic voices and situations: a dentist's office confirming an appointment, a supervisor changing a shift, a coach calling about practice. Move to live calls in a work placement when the student is ready. Allow typing into a notes app if that is how the student will take messages as an adult.
- Limits
- Speed of the caller affects accuracy; keep recordings at a natural but steady pace. Listening comprehension and hearing access affect scores. Practice calls do not fully match the pressure of a live call.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-048.
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Goal
By the annual IEP review date, given a recorded voicemail or a live practice call of about 30 seconds and a message pad, the student will write a message that records the caller's name, the callback number, the reason for the call, and the time of the call independently with at least 90% accuracy on message details, on 4 of 5 consecutive practice messages, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 40% accuracy.
- Annual goal412 characters
- By the annual IEP review date, given a recorded voicemail or a live practice call of about 30 seconds and a message pad, the student will write a message that records the caller's name, the callback number, the reason for the call, and the time of the call independently with at least 90% accuracy on message details, on 4 of 5 consecutive practice messages, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a recorded voicemail or a live practice call of about 30 seconds and a message pad
- Behavior
- The student will write a message that records the caller's name, the callback number, the reason for the call, and the time of the call independently
- Criteria
- With at least 90% accuracy on message details, on 4 of 5 consecutive practice messages
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on message details
- Mastery rule:
- on 4 of 5 consecutive practice messages
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a recorded voicemail or a live practice call of about 30 seconds and a message pad, the student will write a message that records the caller's name, the callback number, the reason for the call, and the time of the call independently with at least 90% accuracy on message details, on 4 of 5 consecutive practice messages, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.