Meet workplace expectations during a school-based job
Live goal preview
By the annual IEP review date, during a 30-minute school-based job, such as shelving library books or collecting recycling, the student will complete the assigned job shift while following the posted work expectations with end-of-shift feedback only, earning a score of at least 10 out of 12 on a 4-row workplace behavior rubric (0–3 per row), on 3 of 4 consecutive scored shifts, as measured by a defined scoring rubric collected weekly.
Baseline: 5 out of 12 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Transition-Related Skills.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Fits students with a school-based job or work-experience rotation who can do the task but need support with check-in, staying on task, asking for help, or responding to feedback. Present levels and transition assessment, not grade, decide fit.
- Baseline considerations
- Score 3 shifts before setting the target, ideally with the same supervisor. Write short descriptors for each score level (0–3) so supervisors score consistently.
- Usage notes
- Train job supervisors on the rubric and keep feedback brief and specific. Rotate jobs over the year to build generalization, keeping the rubric the same.
- Known limitations
- School jobs are more structured than community workplaces. Rubric totals can hide a single weak row; review row scores, not just totals.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
fn-tr-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 10 out of 12 on a 4-row workplace behavior rubric (0–3 per row)
- Mastery rule:
- on 3 of 4 consecutive scored shifts
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a 30-minute school-based job, such as shelving library books or collecting recycling, the student will complete the assigned job shift while following the posted work expectations with end-of-shift feedback only, earning a score of at least 10 out of 12 on a 4-row workplace behavior rubric (0–3 per row), on 3 of 4 consecutive scored shifts, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Checks in with the supervisor and starts the task without a reminder | Stays on the assigned task, taking breaks only as scheduled | Asks the supervisor for help or clarification when unsure | Responds to supervisor feedback by changing the task as directed | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row workplace behavior rubric (0–3 per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.