Conduct an informational interview with a worker
When to use this goal
For high school students with a career interest who are ready to talk one-on-one with a person who does that job. Present levels in communication and in phone or email use decide how the interview is set up and held (in person, phone or video).
- Baseline
- Observe the first interview, ideally with a friendly worker such as school staff in a job of interest. Mark each step and note where the student stalled.
- Tips
- Start with school staff and family friends, then community workers. The transition coordinator can set up early interviews; the student takes over contacting as skills grow. Questions come from tn-ce-006.
- Limits
- Few interviews per year, so each one counts heavily. Workers differ in how chatty they are, which affects the follow-up step.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-008.
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Goal
By the annual IEP review date, with a worker in the student's interest area arranged by the transition coordinator, using a prepared question list, the student will carry out the informational interview from setting it up to sending a thank-you message, performing at least 7 of 8 steps independently, on 2 consecutive interviews, as measured by a task-analysis checklist collected at each interview, about every six weeks.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 8 steps independently.
- Annual goal423 characters
- By the annual IEP review date, with a worker in the student's interest area arranged by the transition coordinator, using a prepared question list, the student will carry out the informational interview from setting it up to sending a thank-you message, performing at least 7 of 8 steps independently, on 2 consecutive interviews, as measured by a task-analysis checklist collected at each interview, about every six weeks.
- Timeframe
- By the annual IEP review date
- Condition
- With a worker in the student's interest area arranged by the transition coordinator, using a prepared question list
- Behavior
- The student will carry out the informational interview from setting it up to sending a thank-you message
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive interviews
- Evaluation method
- A task-analysis checklist
- Schedule
- At each interview, about every six weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 2 consecutive interviews
- Collection schedule:
- at each interview, about every six weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, with a worker in the student's interest area arranged by the transition coordinator, using a prepared question list, the student will carry out the informational interview from setting it up to sending a thank-you message, performing at least 7 of 8 steps independently, on 2 consecutive interviews, as measured by a task-analysis checklist collected at each interview, about every six weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Contacts the worker or confirms the time set by staff | ||||||||
| 2. Greets the worker and says why the student asked to talk | ||||||||
| 3. Asks the prepared questions | ||||||||
| 4. Asks one follow-up question based on an answer | ||||||||
| 5. Writes or records notes on the answers | ||||||||
| 6. Thanks the worker and closes the conversation | ||||||||
| 7. Sends a thank-you message within two days | ||||||||
| 8. Writes one sentence on what was learned about the job | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.