Give a supervisor a short work update
When to use this goal
For transition-age students in work-based learning who finish tasks but do not report what they did, what is left, or a problem they found. A short spoken update is a common expectation at job sites. Base the choice on job coach data and the student's employment goals.
- Baseline
- Ask the job coach to record five end-of-task moments: did the student report, and which parts were included. Ask the supervisor which information matters most at that site.
- Tips
- Each end-of-task or end-of-shift moment is one opportunity. Score correct when the update has all three parts; "no problems" counts as the third part. The update card can stay as a natural workplace support. The student may give updates by speech, AAC, or text message if the site allows.
- Limits
- Supervisors vary in how they ask for updates. The goal measures reporting, not job performance. Busy sites may give few chances; role-play data fills gaps.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-059.
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Goal
By the annual IEP review date, at the end of a work shift or task at a job site or school-based enterprise, when the supervisor or job coach asks for an update, the student will give a spoken update that says what they finished, what is left or what they will do next, and any problem they noticed independently in at least 4 of 5 opportunities, on 4 of 5 observed shifts, as measured by direct observation collected weekly at the job site.
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 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
- 1 of 5 opportunities.
- Annual goal440 characters
- By the annual IEP review date, at the end of a work shift or task at a job site or school-based enterprise, when the supervisor or job coach asks for an update, the student will give a spoken update that says what they finished, what is left or what they will do next, and any problem they noticed independently in at least 4 of 5 opportunities, on 4 of 5 observed shifts, as measured by direct observation collected weekly at the job site.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a work shift or task at a job site or school-based enterprise, when the supervisor or job coach asks for an update
- Behavior
- The student will give a spoken update that says what they finished, what is left or what they will do next, and any problem they noticed independently
- Criteria
- In at least 4 of 5 opportunities, on 4 of 5 observed shifts
- Evaluation method
- Direct observation
- Schedule
- Weekly at the job site
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:
- on 4 of 5 observed shifts
- Collection schedule:
- weekly at the job site
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, at the end of a work shift or task at a job site or school-based enterprise, when the supervisor or job coach asks for an update, the student will give a spoken update that says what they finished, what is left or what they will do next, and any problem they noticed independently in at least 4 of 5 opportunities, on 4 of 5 observed shifts, as measured by direct observation collected weekly at the job site.
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.