Sort jobs into career clusters
When to use this goal
For middle school students starting career awareness who know few jobs beyond those of family members and TV. Present levels in reading decide whether job cards use pictures, words or both; grade does not.
- Baseline
- Use a set of 12 to 20 job cards with the same clusters each probe and change the jobs between probes. Note clusters the student never uses; those show where exposure is needed.
- Tips
- Use the career cluster set your state or district uses, and include local jobs. Follow up with tn-ce-003 so the sort leads to the student's own interests.
- Limits
- Some jobs fit more than one cluster; accept any defensible placement and write those on the key. Sorting cards is awareness, not interest or fit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-002.
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Goal
By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Career Exploration.
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
- Transition & Postsecondary Skills - Career Exploration
- Baseline
- 40% accuracy.
- Annual goal341 characters
- By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given job cards with a photo and a short description, and a sorting mat with six career clusters
- Behavior
- The student will sort each job card into its career cluster independently
- Criteria
- With at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on job cards sorted
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.