Get a work permit with family and school
When to use this goal
For students under 18 with a job offer or work-based learning placement in a state that requires a work permit or age certificate. Present levels in forms decide supports; families sign where required.
- Baseline
- Use a practice session with the sample form first. Record what the student knows about permits before teaching.
- Tips
- Rules, forms and hour limits for minors differ by state; use the official state source. Students 18 and over usually skip this template.
- Limits
- Applies only to minors in states that require permits. One real permit per job.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-041.
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Goal
By the annual IEP review date, after a job offer, given the state's work permit form and instructions, the student will complete the student's part of the work permit, get the required signatures and turn it in, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each permit session.
Baseline: 1 of 7 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 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
- 1 of 7 steps independently.
- Annual goal391 characters
- By the annual IEP review date, after a job offer, given the state's work permit form and instructions, the student will complete the student's part of the work permit, get the required signatures and turn it in, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each permit session.
- Timeframe
- By the annual IEP review date
- Condition
- After a job offer, given the state's work permit form and instructions
- Behavior
- The student will complete the student's part of the work permit, get the required signatures and turn it in
- Criteria
- Performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice session
- Evaluation method
- A task-analysis checklist
- Schedule
- At each permit session
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 7 steps independently
- Mastery rule:
- on 2 consecutive sessions, including a practice session
- Collection schedule:
- at each permit session
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a job offer, given the state's work permit form and instructions, the student will complete the student's part of the work permit, get the required signatures and turn it in, performing at least 5 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each permit session.
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. Checks whether a permit is needed for own age and state | ||||||||
| 2. Gets the form from the school office or state website | ||||||||
| 3. Fills in own section | ||||||||
| 4. Gets the employer's section completed | ||||||||
| 5. Gets the parent or guardian signature | ||||||||
| 6. Turns in the form to the issuing office | ||||||||
| 7. Gives the approved permit to 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 7).
- 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.