Give a short job pitch about own skills
When to use this goal
For high school and transition-age students preparing for job interviews, job fairs, or work-based learning, who answer tell me about yourself with a sentence or two. Present levels, not grade, decide fit. Goals for students 18 to 21 use the transition program setting.
- Baseline
- Ask the student to tell a mock interviewer about themselves and time it. Note which parts are missing (skills, examples, the kind of work wanted) so the pitch card covers them.
- Tips
- Time on-topic talk only. A pitch of about one to two minutes fits most interviews, so do not push for longer. Build the pitch from the student's transition assessment and real work experience. Never score eye contact, posture, or stillness, and never count stuttering, AAC use, an accent or dialect, or harmless movement against the student.
- Limits
- Length shows the pitch has content; it does not judge quality. Pair with an interview-conversation goal in pragmatic language for the back-and-forth.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-pres-017.
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Goal
By the annual IEP review date, when giving a prepared pitch about their skills and interests in a mock interview, the student will deliver a pitch that names their interests, two job skills with an example each, and the kind of work they want independently for at least 1.5 minutes, on 3 of 4 consecutive practice pitches, as measured by duration recording collected every two weeks.
Baseline: 0.5 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Oral Presentation & Public Speaking.
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 - Oral Presentation & Public Speaking
- Baseline
- 0.5 minutes.
- Annual goal383 characters
- By the annual IEP review date, when giving a prepared pitch about their skills and interests in a mock interview, the student will deliver a pitch that names their interests, two job skills with an example each, and the kind of work they want independently for at least 1.5 minutes, on 3 of 4 consecutive practice pitches, as measured by duration recording collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When giving a prepared pitch about their skills and interests in a mock interview
- Behavior
- The student will deliver a pitch that names their interests, two job skills with an example each, and the kind of work they want independently
- Criteria
- For at least 1.5 minutes, on 3 of 4 consecutive practice pitches
- Evaluation method
- Duration recording
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 1.5 minutes
- Mastery rule:
- on 3 of 4 consecutive practice pitches
- Collection schedule:
- every two weeks
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when giving a prepared pitch about their skills and interests in a mock interview, the student will deliver a pitch that names their interests, two job skills with an example each, and the kind of work they want independently for at least 1.5 minutes, on 3 of 4 consecutive practice pitches, as measured by duration recording collected every two weeks.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (1.5 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.