Explain a job task to a new coworker
When to use this goal
For transition-age students in work-based learning who can do a job task but cannot yet explain it to someone else. Training a new person, or telling a supervisor how a task was done, is a common workplace speaking demand. Base the choice on job coach observations and the SLP's assessment.
- Baseline
- Ask the job coach or supervisor for the task's main steps. Then have the student explain the task once at the job site or in role-play and score it. Note whether the student shows the task without words, which is useful but not the target here.
- Tips
- Score each row 0 to 3. Showing while explaining is natural and allowed; the score comes from the spoken part. Use the student's real tasks and workplace words. Coordinate with the job coach so data can be collected during routine shifts.
- Limits
- The goal measures the explanation, not job performance. Explaining to an unfamiliar person is harder than to the job coach; record the listener. Some job sites allow little talking time; use role-play data there.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-037.
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Goal
By the annual IEP review date, at a school-based enterprise or job site, when asked to show a new student or coworker how to do a familiar task (such as restocking a shelf or folding linens), the student will explain the task in order to the listener, naming the tools, each main step, and one tip or caution independently, earning a score of at least 9 out of 12 on a 4-row job task explanation rubric scored 0 to 3 per row, on 3 of 4 monthly job-site observations, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 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 Expressive Language.
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 - Expressive Language
- Baseline
- 4 out of 12 rubric points.
- Annual goal525 characters
- By the annual IEP review date, at a school-based enterprise or job site, when asked to show a new student or coworker how to do a familiar task (such as restocking a shelf or folding linens), the student will explain the task in order to the listener, naming the tools, each main step, and one tip or caution independently, earning a score of at least 9 out of 12 on a 4-row job task explanation rubric scored 0 to 3 per row, on 3 of 4 monthly job-site observations, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At a school-based enterprise or job site, when asked to show a new student or coworker how to do a familiar task (such as restocking a shelf or folding linens)
- Behavior
- The student will explain the task in order to the listener, naming the tools, each main step, and one tip or caution independently
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row job task explanation rubric scored 0 to 3 per row, on 3 of 4 monthly job-site observations
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 9 out of 12 on a 4-row job task explanation rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 monthly job-site observations
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, at a school-based enterprise or job site, when asked to show a new student or coworker how to do a familiar task (such as restocking a shelf or folding linens), the student will explain the task in order to the listener, naming the tools, each main step, and one tip or caution independently, earning a score of at least 9 out of 12 on a 4-row job task explanation rubric scored 0 to 3 per row, on 3 of 4 monthly job-site observations, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Tools and materials named | Main steps in order | Clear wording the listener can act on | Tip, caution, or check for questions included | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row job task explanation rubric scored 0 to 3 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.