Reflect on job fit after a job shadow
When to use this goal
For students who have explored jobs on paper and are ready to observe a real workplace for a few hours. Base the choice on present levels in community behavior, the student's interests, and available community partners.
- Baseline
- Score the reflection from the first shadow, ideally a school-based site. Record the response mode and how much of the reflection was completed on the same day; recall drops quickly, so plan the sheet for right after the visit.
- Tips
- Prepare the student with a look-for list before the shadow so the reflection has content. Shadows at school sites are easier to arrange and count as real opportunities. Thank-you notes to the host can be a writing objective.
- Limits
- Community shadows need transportation, permission, and a willing host. The reflection scores observation and self-assessment, not job performance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-018.
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Goal
By the annual IEP review date, after a half-day job shadow at a community workplace matched to the student's interest inventory, the student will complete a job shadow reflection sheet independently, earning a score of at least 8 out of 10 on a 5-row job shadow reflection rubric (0 to 2 per row), on 3 consecutive reflections, as measured by a defined scoring rubric collected after each job shadow (about monthly).
Baseline: 3 out of 10 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
- 3 out of 10 rubric points.
- Annual goal416 characters
- By the annual IEP review date, after a half-day job shadow at a community workplace matched to the student's interest inventory, the student will complete a job shadow reflection sheet independently, earning a score of at least 8 out of 10 on a 5-row job shadow reflection rubric (0 to 2 per row), on 3 consecutive reflections, as measured by a defined scoring rubric collected after each job shadow (about monthly).
- Timeframe
- By the annual IEP review date
- Condition
- After a half-day job shadow at a community workplace matched to the student's interest inventory
- Behavior
- The student will complete a job shadow reflection sheet independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row job shadow reflection rubric (0 to 2 per row), on 3 consecutive reflections
- Evaluation method
- A defined scoring rubric
- Schedule
- After each job shadow (about monthly)
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 8 out of 10 on a 5-row job shadow reflection rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive reflections
- Collection schedule:
- after each job shadow (about monthly)
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after a half-day job shadow at a community workplace matched to the student's interest inventory, the student will complete a job shadow reflection sheet independently, earning a score of at least 8 out of 10 on a 5-row job shadow reflection rubric (0 to 2 per row), on 3 consecutive reflections, as measured by a defined scoring rubric collected after each job shadow (about monthly).
| Date | Task / sample | Lists three tasks observed at the site | Describes the work setting (noise, pace, indoors or outdoors, alone or with people) | Names one task the student could do now and one that would need training | States one accommodation or support that would help at this job | Rates the fit (yes, maybe, no) with a reason tied to own interests or needs | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row job shadow reflection 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.