Respond to a supervisor's or coach's feedback on a task
When to use this goal
For transition-age students who walk off, argue, or stop working when a job supervisor, job coach, or coach corrects how they do a task. Present levels from work-based learning or team settings decide fit. Wording uses workplace language and adult settings.
- Baseline
- Ask the supervisor or coach to note each piece of feedback for two weeks and what the student did right after (kept working, asked, argued, stopped, left). Ask the student which kinds of feedback are hardest and how they like to receive it; share that with the supervisor.
- Tips
- An opportunity is each separate piece of corrective feedback. Score it as met when the student acknowledges or asks, then uses the change on the next try. Asking for a different explanation, or saying the feedback was hard to hear, still counts. Work with the employer on clear, specific feedback.
- Limits
- Supervisors vary in how they give feedback, which affects the data. The goal does not measure job skill quality. If feedback is given in a hostile way, that is an employer issue to address, not a student goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-052.
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Goal
By the annual IEP review date, when a job site supervisor, job coach, or coach gives them feedback about how a task is done, the student will respond to the feedback with an acknowledgment or a clarifying question (such as "Got it" or "Can you show me that part?") and use the feedback on the next try of the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly at the job site or practice.
Baseline: 2 of 5 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 Emotional Regulation.
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 - Emotional Regulation
- Baseline
- 2 of 5 opportunities.
- Annual goal469 characters
- By the annual IEP review date, when a job site supervisor, job coach, or coach gives them feedback about how a task is done, the student will respond to the feedback with an acknowledgment or a clarifying question (such as "Got it" or "Can you show me that part?") and use the feedback on the next try of the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly at the job site or practice.
- Timeframe
- By the annual IEP review date
- Condition
- When a job site supervisor, job coach, or coach gives them feedback about how a task is done
- Behavior
- The student will respond to the feedback with an acknowledgment or a clarifying question (such as "Got it" or "Can you show me that part?") and use the feedback on the next try of the task independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly at the job site or practice
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- weekly at the job site or practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a job site supervisor, job coach, or coach gives them feedback about how a task is done, the student will respond to the feedback with an acknowledgment or a clarifying question (such as "Got it" or "Can you show me that part?") and use the feedback on the next try of the task independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly at the job site or practice.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.