Show a support card to a supervisor at work
When to use this goal
For students in community-based or transition programs with significant support needs or limited speech who need a quick way to tell new supervisors what helps them work. Present levels and communication mode, not grade, decide fit.
- Baseline
- Watch two or three job site sessions and record what the student does when directions are unclear or a new person gives them. Build the card with the student and family using photos or symbols before taking the baseline.
- Tips
- Keep the card short: three to five supports with symbols or photos. Brief supervisors ahead so they respond well. Score correct when the student shows the card and the support they point to fits the moment.
- Limits
- Depends on how supervisors respond, so coach them too. Card use is a bridge to more independent requests, not an end point.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-044.
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Goal
By the annual IEP review date, at a work-based learning or community job site, when meeting a new supervisor or coworker who will give directions, the student will show or hand a support card to the supervisor and point to the support they need right then independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each job site session.
Baseline: 1 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. Opportunity (trial) recording 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 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
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, at a work-based learning or community job site, when meeting a new supervisor or coworker who will give directions, the student will show or hand a support card to the supervisor and point to the support they need right then independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each job site session.
- Timeframe
- By the annual IEP review date
- Condition
- At a work-based learning or community job site, when meeting a new supervisor or coworker who will give directions
- Behavior
- The student will show or hand a support card to the supervisor and point to the support they need right then independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each job site session
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:
- at each job site session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at a work-based learning or community job site, when meeting a new supervisor or coworker who will give directions, the student will show or hand a support card to the supervisor and point to the support they need right then independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected at each job site session.
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.