Raise a problem with a coworker or supervisor at a work site
When to use this goal
For transition-age students at work-based learning sites who respond to workplace problems (a coworker not doing their share, an unclear instruction, feeling blamed) by quitting, shutting down, or arguing. Base the choice on job coach observations.
- Baseline
- Ask the job coach and supervisor about recent workplace problems and how the student responded. Run 3 role-plays of typical problems at that site. Note whether the student can identify who to raise a problem with (coworker versus supervisor).
- Tips
- An opportunity is a workplace problem the job coach verifies. Score correct when the student states the problem without blame and asks for a solution within the shift (or at the next check-in, if that condition is used), in any mode. Workplace norms matter: a short, factual statement is the target. Prepare the supervisor to respond constructively.
- Limits
- Work-site problems are infrequent and the job coach may not witness them; monthly data with role-play probes is realistic. Supervisor responses vary and are outside the student's control. The goal does not cover harassment or safety violations, which require immediate adult action.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-013.
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Goal
By the annual IEP review date, when a problem arises with a coworker or supervisor at a work-based learning site, the student will independently state the problem to the coworker or supervisor without blame and ask for a solution (such as "The boxes were left for me. Can we split them?") in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected monthly, combining job coach observations and role-play probes.
Baseline: 0 of 4 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Conflict Resolution.
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
- Social-Emotional & Communication - Conflict Resolution
- Baseline
- 0 of 4 opportunities.
- Annual goal459 characters
- By the annual IEP review date, when a problem arises with a coworker or supervisor at a work-based learning site, the student will independently state the problem to the coworker or supervisor without blame and ask for a solution (such as "The boxes were left for me. Can we split them?") in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected monthly, combining job coach observations and role-play probes.
- Timeframe
- By the annual IEP review date
- Condition
- When a problem arises with a coworker or supervisor at a work-based learning site
- Behavior
- The student will independently state the problem to the coworker or supervisor without blame and ask for a solution (such as "The boxes were left for me. Can we split them?")
- Criteria
- In at least 3 of 4 opportunities, across 2 consecutive months
- Evaluation method
- Direct observation
- Schedule
- Monthly, combining job coach observations and role-play probes
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 4 opportunities
- Mastery rule:
- across 2 consecutive months
- Collection schedule:
- monthly, combining job coach observations and role-play probes
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a problem arises with a coworker or supervisor at a work-based learning site, the student will independently state the problem to the coworker or supervisor without blame and ask for a solution (such as "The boxes were left for me. Can we split them?") in at least 3 of 4 opportunities, across 2 consecutive months, as measured by direct observation collected monthly, combining job coach observations and role-play probes.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.