Write questions before a job shadow
When to use this goal
For students with a job shadow or workplace visit coming up who would otherwise arrive with nothing to ask. Present levels in written expression decide whether questions are written, typed or recorded on a device.
- Baseline
- Score the first set written without starters. Note yes or no questions and questions copied from the job description; both are common first attempts.
- Tips
- Questions feed the shadow itself and the reflection in fn-tr-018. Practicing questions with a staff member before the visit helps students who are anxious about asking.
- Limits
- Scores the written set, not whether the student asks the questions on site (see tn-ce-007). A question bank can be copied from without thought; ask the student to explain one choice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-006.
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Goal
By the annual IEP review date, before a scheduled job shadow, given the job title, a short job description and a question planning sheet, the student will write a set of questions that cover the job's tasks, training, schedule and the worker's views independently, earning a score of at least 8 out of 10 on a 5-row job shadow question rubric (0 to 2 per row), on 3 consecutive question sets, as measured by a defined scoring rubric collected before each shadow or visit, at least monthly.
Baseline: 3 out of 10 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 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
- 3 out of 10 rubric points.
- Annual goal489 characters
- By the annual IEP review date, before a scheduled job shadow, given the job title, a short job description and a question planning sheet, the student will write a set of questions that cover the job's tasks, training, schedule and the worker's views independently, earning a score of at least 8 out of 10 on a 5-row job shadow question rubric (0 to 2 per row), on 3 consecutive question sets, as measured by a defined scoring rubric collected before each shadow or visit, at least monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Before a scheduled job shadow, given the job title, a short job description and a question planning sheet
- Behavior
- The student will write a set of questions that cover the job's tasks, training, schedule and the worker's views independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row job shadow question rubric (0 to 2 per row), on 3 consecutive question sets
- Evaluation method
- A defined scoring rubric
- Schedule
- Before each shadow or visit, at least 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 8 out of 10 on a 5-row job shadow question rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive question sets
- Collection schedule:
- before each shadow or visit, at least monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, before a scheduled job shadow, given the job title, a short job description and a question planning sheet, the student will write a set of questions that cover the job's tasks, training, schedule and the worker's views independently, earning a score of at least 8 out of 10 on a 5-row job shadow question rubric (0 to 2 per row), on 3 consecutive question sets, as measured by a defined scoring rubric collected before each shadow or visit, at least monthly.
| Date | Task / sample | Asks about the main tasks of the job | Asks about the training or skills needed | Asks about the schedule, pay range or work setting | Asks what the worker likes or finds hard about the job | Questions are open-ended and specific to this job | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row job shadow question rubric (0 to 2 per row). 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.