Answer interview questions with a specific example
When to use this goal
For transition-age students who answer interview questions with one word or general claims ("I'm a hard worker") and no example. Answering with a real example from school, volunteering, or home makes answers believable. Base the choice on mock interview data and the student's postsecondary goals. For the social side of interviews, see sl-prag-018.
- Baseline
- Run one mock interview with 5 open questions and score the set with the rubric (0 to 3 per row, judged across all 5 answers). Help the student list real experiences first (chores, clubs, caring for siblings, volunteering) so the probe measures answering, not having examples.
- Tips
- Score each row 0 (none of the answers), 1 (one or two), 2 (three or four), or 3 (all five). All life experiences count as examples. Practice with the questions the student's real interviews will likely use. Coordinate with the transition coordinator and job coach.
- Limits
- Mock interviews are less stressful than real ones. The rubric scores content, not nonverbal style; the student should never be scored on eye gaze or body language. The goal does not cover filling in applications.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-051.
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Goal
By the annual IEP review date, during a mock job or program interview with 5 common open questions (such as "Tell me about a time you solved a problem"), the student will answer each open question with a direct answer and a specific example from their own experience independently, earning a score of at least 7 out of 9 on a 3-row interview answer rubric scored 0 to 3 per row across 5 questions, on 2 consecutive monthly mock interviews, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 9 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
- 3 out of 9 rubric points.
- Annual goal498 characters
- By the annual IEP review date, during a mock job or program interview with 5 common open questions (such as "Tell me about a time you solved a problem"), the student will answer each open question with a direct answer and a specific example from their own experience independently, earning a score of at least 7 out of 9 on a 3-row interview answer rubric scored 0 to 3 per row across 5 questions, on 2 consecutive monthly mock interviews, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock job or program interview with 5 common open questions (such as "Tell me about a time you solved a problem")
- Behavior
- The student will answer each open question with a direct answer and a specific example from their own experience independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row interview answer rubric scored 0 to 3 per row across 5 questions, on 2 consecutive monthly mock interviews
- 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 7 out of 9 on a 3-row interview answer rubric scored 0 to 3 per row across 5 questions
- Mastery rule:
- on 2 consecutive monthly mock interviews
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock job or program interview with 5 common open questions (such as "Tell me about a time you solved a problem"), the student will answer each open question with a direct answer and a specific example from their own experience independently, earning a score of at least 7 out of 9 on a 3-row interview answer rubric scored 0 to 3 per row across 5 questions, on 2 consecutive monthly mock interviews, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Answers address the question asked | Answers include a specific example from the student's own experience | Examples say what the student did and how it turned out | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row interview answer rubric scored 0 to 3 per row across 5 questions. 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.