Write a workplace visit report
When to use this goal
For students who go on workplace tours or visits but come back able to say only that it was fine. Present levels in written expression decide whether the report is written, typed, dictated or made with photos and captions.
- Baseline
- Score the first report written the day of the visit. Reports written days later lose detail; plan writing time right after.
- Tips
- Give the student a short look-for list before the visit. Reports go in the career portfolio (tn-ce-017). For a one-on-one job shadow, use fn-tr-018 instead.
- Limits
- Group tours give a surface view; the report scores what was observed, not job fit. Writing load can hide good observation, so allow photos and dictation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-009.
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Goal
By the annual IEP review date, after a class workplace tour, given a visit report template and own notes or photos, the student will complete a visit report that describes the jobs, tasks, tools and setting seen and own interest in the work independently, earning a score of at least 8 out of 10 on a 5-row visit report rubric (0 to 2 per row), on 3 consecutive visit reports, as measured by a defined scoring rubric collected after each visit, about 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 goal459 characters
- By the annual IEP review date, after a class workplace tour, given a visit report template and own notes or photos, the student will complete a visit report that describes the jobs, tasks, tools and setting seen and own interest in the work independently, earning a score of at least 8 out of 10 on a 5-row visit report rubric (0 to 2 per row), on 3 consecutive visit reports, as measured by a defined scoring rubric collected after each visit, about monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After a class workplace tour, given a visit report template and own notes or photos
- Behavior
- The student will complete a visit report that describes the jobs, tasks, tools and setting seen and own interest in the work independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row visit report rubric (0 to 2 per row), on 3 consecutive visit reports
- Evaluation method
- A defined scoring rubric
- Schedule
- After each visit, about 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 visit report rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive visit reports
- Collection schedule:
- after each visit, about monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after a class workplace tour, given a visit report template and own notes or photos, the student will complete a visit report that describes the jobs, tasks, tools and setting seen and own interest in the work independently, earning a score of at least 8 out of 10 on a 5-row visit report rubric (0 to 2 per row), on 3 consecutive visit reports, as measured by a defined scoring rubric collected after each visit, about monthly.
| Date | Task / sample | Names the workplace and two jobs seen there | Describes tasks done in one of the jobs | Names tools or technology used | Describes the setting (noise, pace, indoors or outdoors, working alone or with people) | States own interest in the work with a reason | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row visit report 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.