Keep working while the job coach steps away
When to use this goal
For students who do the job well with the job coach beside them but stop or wait when the coach leaves. Present levels and the site's natural supports decide how far and how long the coach moves away.
- Baseline
- Have the job coach step away and watch from a hidden spot or check the work afterward. Record minutes of continued work until the student stops, waits or seeks the coach.
- Tips
- Fading the job coach is the path to paid work. Plan the fade with the supervisor and name a coworker as the natural support (fn-voc-053). Record work quality as well as time.
- Limits
- Watching from hiding is not always possible; checking work output afterward is an option. Long absences need site agreement.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-voc-051.
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Goal
By the annual IEP review date, during a work-based learning shift, after the job coach tells the student they will be out of sight for a set time, the student will continue the assigned work at the expected quality until the job coach returns independently for at least 30 minutes, on 4 of 5 consecutive shifts, as measured by duration recording collected at each shift.
Baseline: 5 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Vocational & Work Readiness.
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 - Vocational & Work Readiness
- Baseline
- 5 minutes.
- Annual goal370 characters
- By the annual IEP review date, during a work-based learning shift, after the job coach tells the student they will be out of sight for a set time, the student will continue the assigned work at the expected quality until the job coach returns independently for at least 30 minutes, on 4 of 5 consecutive shifts, as measured by duration recording collected at each shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a work-based learning shift, after the job coach tells the student they will be out of sight for a set time
- Behavior
- The student will continue the assigned work at the expected quality until the job coach returns independently
- Criteria
- For at least 30 minutes, on 4 of 5 consecutive shifts
- Evaluation method
- Duration recording
- Schedule
- At each shift
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 30 minutes
- Mastery rule:
- on 4 of 5 consecutive shifts
- Collection schedule:
- at each shift
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a work-based learning shift, after the job coach tells the student they will be out of sight for a set time, the student will continue the assigned work at the expected quality until the job coach returns independently for at least 30 minutes, on 4 of 5 consecutive shifts, as measured by duration recording collected at each shift.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (30 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.