Ask an employer for a workplace accommodation
When to use this goal
For students in work-based learning, a job, or a transition program who will need to ask a supervisor for a change at work, such as written instructions or a quieter workstation. Present levels and work experience, not grade, decide fit.
- Baseline
- Describe a work barrier the student has met (such as spoken multi-step directions) and ask them to role-play asking a supervisor for a change. Score with the rubric. Ask the job coach what the student does now at work when a task is hard.
- Tips
- Use changes that are realistic for the job and fit the student's own needs. Practice responses to yes, no, and maybe. Talk with the student about what they choose to share; they can ask for a change without naming a diagnosis.
- Limits
- Role-play scores may run higher than real requests; collect real requests at the work site when possible. The rubric scores the student's request and response, not whether the employer agreed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-028.
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Goal
By the annual IEP review date, during a role-play with a staff member acting as a supervisor, using a job the student has or wants, the student will ask a supervisor for a specific change at work, explain how it helps them do the job, and respond to the supervisor's answer independently, earning a score of at least 6 out of 8 on a 4-row workplace request rubric scored 0 to 2 per row, on 3 of 4 consecutive role-plays or real requests, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 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 Self-Advocacy.
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 - Self-Advocacy
- Baseline
- 2 out of 8 rubric points.
- Annual goal504 characters
- By the annual IEP review date, during a role-play with a staff member acting as a supervisor, using a job the student has or wants, the student will ask a supervisor for a specific change at work, explain how it helps them do the job, and respond to the supervisor's answer independently, earning a score of at least 6 out of 8 on a 4-row workplace request rubric scored 0 to 2 per row, on 3 of 4 consecutive role-plays or real requests, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play with a staff member acting as a supervisor, using a job the student has or wants
- Behavior
- The student will ask a supervisor for a specific change at work, explain how it helps them do the job, and respond to the supervisor's answer independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row workplace request rubric scored 0 to 2 per row, on 3 of 4 consecutive role-plays or real requests
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 6 out of 8 on a 4-row workplace request rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive role-plays or real requests
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a role-play with a staff member acting as a supervisor, using a job the student has or wants, the student will ask a supervisor for a specific change at work, explain how it helps them do the job, and respond to the supervisor's answer independently, earning a score of at least 6 out of 8 on a 4-row workplace request rubric scored 0 to 2 per row, on 3 of 4 consecutive role-plays or real requests, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Chooses a workable time and asks to talk | Names the specific change they are asking for | Connects the change to doing the job (such as accuracy or speed) | Responds to the answer by thanking, accepting, or offering an alternative | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row workplace request rubric scored 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.