Decide whether a job posting fits personal needs
When to use this goal
For older students who read job postings for facts (fn-fa-050) and are ready to compare them with their own needs: hours they can work, travel, age requirements, and interests. Present levels and a personal job profile made with the student decide fit.
- Baseline
- For 6 postings, record whether the decision matched the profile and the reason given was a real requirement. Agree with the student beforehand on what is in the profile.
- Tips
- The student makes the job profile, so the decision is theirs. Include deal breakers they name (no night shifts). This feeds the transition plan's employment section.
- Limits
- A fit on paper is not a fit in person; site visits matter. Does not measure applying.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-fa-051.
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Goal
By the annual IEP review date, given 6 job postings and the student's job profile (available hours, travel options, interests, age), the student will compare each posting with the job profile and say whether it fits and one reason why independently in at least 5 of 6 opportunities, across 3 consecutive biweekly sessions, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 2 of 6 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. Opportunity (trial) recording 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 Functional Academics.
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
- Functional & Independence Skills - Functional Academics
- Baseline
- 2 of 6 opportunities.
- Annual goal396 characters
- By the annual IEP review date, given 6 job postings and the student's job profile (available hours, travel options, interests, age), the student will compare each posting with the job profile and say whether it fits and one reason why independently in at least 5 of 6 opportunities, across 3 consecutive biweekly sessions, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 6 job postings and the student's job profile (available hours, travel options, interests, age)
- Behavior
- The student will compare each posting with the job profile and say whether it fits and one reason why independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive biweekly sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Every two weeks
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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive biweekly sessions
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 6 job postings and the student's job profile (available hours, travel options, interests, age), the student will compare each posting with the job profile and say whether it fits and one reason why independently in at least 5 of 6 opportunities, across 3 consecutive biweekly sessions, as measured by opportunity-by-opportunity data collected every two weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.