Ask a coworker or supervisor a work question
When to use this goal
For high school and transition students in work-based learning who wait or stop when they run out of supplies, finish a task, or are unsure what to do next. Asking with their system keeps them working and builds independence. Base the choice on job-site observation and the transition plan.
- Baseline
- Observe two shifts and record each moment the student needed information and whether they asked, waited, guessed, or stopped. Ask the supervisor which questions come up most and add them to the job page.
- Tips
- Each moment the student needs information is one opportunity, scored independent when they ask the right person without a prompt. Coach coworkers to wait for the message. Link with vocational and transition goals.
- Limits
- Job sites differ in noise and pace. The goal does not cover task performance itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-070.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a work-based learning shift when a task is finished, supplies run out, or the next step is unclear, the student will ask a coworker or supervisor a question with the device or a job-specific board (such as "What next?" or "Where are more bags?") independently in at least 4 of 5 opportunities, across 3 consecutive weekly shifts, as measured by direct observation collected at each work shift.
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. 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, during a work-based learning shift when a task is finished, supplies run out, or the next step is unclear, the student will ask a coworker or supervisor a question with the device or a job-specific board (such as "What next?" or "Where are more bags?") independently in at least 4 of 5 opportunities, across 3 consecutive weekly shifts, as measured by direct observation collected at each work shift.
- Timeframe
- By the annual IEP review date
- Condition
- During a work-based learning shift when a task is finished, supplies run out, or the next step is unclear
- Behavior
- The student will ask a coworker or supervisor a question with the device or a job-specific board (such as "What next?" or "Where are more bags?") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly shifts
- Evaluation method
- Direct observation
- Schedule
- At each work shift
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 weekly shifts
- Collection schedule:
- at each work shift
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a work-based learning shift when a task is finished, supplies run out, or the next step is unclear, the student will ask a coworker or supervisor a question with the device or a job-specific board (such as "What next?" or "Where are more bags?") independently in at least 4 of 5 opportunities, across 3 consecutive weekly shifts, as measured by direct observation collected at each work shift.
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.