Answer common questions in a mock job interview
When to use this goal
For students who have a resume or job interest and can hold a short conversation but freeze, give one-word answers, or go off topic in an interview. Use present levels in pragmatic language and the SLP's input to decide whether a question list is shared in advance.
- Baseline
- Score 2 mock interviews with the same five questions before setting a target. Record whether the interviewer was familiar; unfamiliar interviewers usually lower scores and are the real condition.
- Tips
- Teach a simple structure for answers (what I did, where, one result). Rotate interviewers as scores rise. The engagement row never scores eye contact or posture; any way the student shows they are with the interviewer counts. Record interviews (with consent) so the student can self-score.
- Limits
- A mock interview is lower stakes than a real one. Rubric rows may need adjusting for students who use AAC or who have motor differences that affect posture.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-010.
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Goal
By the annual IEP review date, during a mock interview with a staff member who asks five common interview questions, the student will answer the interview questions in the mock interview independently, earning a score of at least 10 out of 12 on a 6-row mock interview rubric (0 to 2 per row), on 3 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Transition-Related Skills.
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 - Transition-Related Skills
- Baseline
- 4 out of 12 rubric points.
- Annual goal394 characters
- By the annual IEP review date, during a mock interview with a staff member who asks five common interview questions, the student will answer the interview questions in the mock interview independently, earning a score of at least 10 out of 12 on a 6-row mock interview rubric (0 to 2 per row), on 3 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock interview with a staff member who asks five common interview questions
- Behavior
- The student will answer the interview questions in the mock interview independently
- Criteria
- Earning a score of at least 10 out of 12 on a 6-row mock interview rubric (0 to 2 per row), on 3 consecutive mock interviews
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. 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 6-row mock interview rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive mock interviews
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock interview with a staff member who asks five common interview questions, the student will answer the interview questions in the mock interview independently, earning a score of at least 10 out of 12 on a 6-row mock interview rubric (0 to 2 per row), on 3 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Greets the interviewer, gives own name, and sits when invited | Answers each question with at least two sentences on the topic | Gives one example from a school job or experience when asked about skills | Engages the interviewer in the student's own way (face direction, voice level the interviewer can hear) | Asks one question about the job at the end | Thanks the interviewer and closes the conversation | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-row mock interview rubric (0 to 2 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. Sheets print blank; no student data is stored.