Respond to feedback from a job supervisor
When to use this goal
For transition-age students in work experience whose responses to correction (arguing, walking away, saying nothing) cause problems on the job. Base the choice on job coach report and the student's own view of what happens. The rubric scores what the student says, not facial expression.
- Baseline
- Ask the job coach to score two or three feedback moments, and role-play three common corrections. Ask the student which corrections are hardest to hear and why.
- Tips
- Score each row 0 to 2. Asking for a short pause before responding is a legitimate strategy and does not lower the score. Coach supervisors to give specific, calm feedback.
- Limits
- Feedback moments are unpredictable and job coaches may miss them. The rubric does not cover whether the correction was fair.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-049.
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Goal
By the annual IEP review date, when a job supervisor or coach gives a correction or suggestion during a work shift, the student will respond to the feedback by acknowledging it, asking a question if unclear, and saying what they will do next independently, earning a score of at least 5 out of 6 on a 3-row feedback response rubric scored 0 to 2, on 3 of 4 consecutive observed shifts, as measured by a defined scoring rubric collected weekly during work experience.
Baseline: 2 out of 6 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 Pragmatic 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 - Pragmatic Language
- Baseline
- 2 out of 6 rubric points.
- Annual goal466 characters
- By the annual IEP review date, when a job supervisor or coach gives a correction or suggestion during a work shift, the student will respond to the feedback by acknowledging it, asking a question if unclear, and saying what they will do next independently, earning a score of at least 5 out of 6 on a 3-row feedback response rubric scored 0 to 2, on 3 of 4 consecutive observed shifts, as measured by a defined scoring rubric collected weekly during work experience.
- Timeframe
- By the annual IEP review date
- Condition
- When a job supervisor or coach gives a correction or suggestion during a work shift
- Behavior
- The student will respond to the feedback by acknowledging it, asking a question if unclear, and saying what they will do next independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row feedback response rubric scored 0 to 2, on 3 of 4 consecutive observed shifts
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly during work experience
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 5 out of 6 on a 3-row feedback response rubric scored 0 to 2
- Mastery rule:
- on 3 of 4 consecutive observed shifts
- Collection schedule:
- weekly during work experience
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when a job supervisor or coach gives a correction or suggestion during a work shift, the student will respond to the feedback by acknowledging it, asking a question if unclear, and saying what they will do next independently, earning a score of at least 5 out of 6 on a 3-row feedback response rubric scored 0 to 2, on 3 of 4 consecutive observed shifts, as measured by a defined scoring rubric collected weekly during work experience.
| Date | Task / sample | Acknowledges the feedback in words, sign, or AAC | Asks a clarifying question when the correction is unclear, or confirms the task | States or carries out the next step | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row feedback response rubric scored 0 to 2. 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.