Break a job application into steps
When to use this goal
For transition-age students looking for a first job who see an application as one big task and never start. Present levels and postsecondary goals, not grade, decide fit.
- Baseline
- Ask the student to plan an application for a posting and score the steps. Note documents they do not have yet.
- Tips
- Use real postings the student is interested in. Practice applications count when real ones are rare. Pair with ef-dir-036 for form directions.
- Limits
- Real postings that fit the student may be few; practice applications fill gaps. Does not measure interview skills or whether the student is hired, which depend on many outside factors.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-pl-031.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a transition class, given a real job posting, the student will complete the job application planning routine, performing at least 5 of 6 steps independently, on 2 consecutive job applications, as measured by a task-analysis checklist collected with each application.
Baseline: 1 of 6 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 Planning.
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
- Executive Function - Planning
- Baseline
- 1 of 6 steps independently.
- Annual goal304 characters
- By the annual IEP review date, during a transition class, given a real job posting, the student will complete the job application planning routine, performing at least 5 of 6 steps independently, on 2 consecutive job applications, as measured by a task-analysis checklist collected with each application.
- Timeframe
- By the annual IEP review date
- Condition
- During a transition class, given a real job posting
- Behavior
- The student will complete the job application planning routine
- Criteria
- Performing at least 5 of 6 steps independently, on 2 consecutive job applications
- Evaluation method
- A task-analysis checklist
- Schedule
- With each application
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 6 steps independently
- Mastery rule:
- on 2 consecutive job applications
- Collection schedule:
- with each application
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a transition class, given a real job posting, the student will complete the job application planning routine, performing at least 5 of 6 steps independently, on 2 consecutive job applications, as measured by a task-analysis checklist collected with each application.
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. Reads the posting and lists what the job asks for | ||||||||
| 2. Lists the documents needed (resume, references, ID) | ||||||||
| 3. Asks two people to be references and records their contact details | ||||||||
| 4. Sets a date to finish the application before the closing date | ||||||||
| 5. Completes and submits the application | ||||||||
| 6. Writes a date to follow up with the employer | ||||||||
| 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 6).
- 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.