Sort a job posting into duties and requirements
When to use this goal
For high school students who read job postings but cannot tell what the worker does from what the employer requires. Present levels in reading decide the length and level of postings; grade does not.
- Baseline
- Use 2 or 3 real postings for jobs in the student's area of interest, with 10 to 15 statements each. Note statements about schedule or pay, which fit neither column; add a third column if they confuse the student.
- Tips
- Use real local postings, with identifying details removed if needed. This feeds tn-ce-004 (training and requirements) and the application goals in job-seeking.
- Limits
- Postings use inconsistent wording; build the key carefully. Sorting statements is not the same as judging whether the student meets the requirements.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-010.
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Goal
By the annual IEP review date, given a printed job posting for an entry-level job and two highlighters, the student will mark each line of the posting as a duty or a requirement independently with at least 90% accuracy on posting statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal332 characters
- By the annual IEP review date, given a printed job posting for an entry-level job and two highlighters, the student will mark each line of the posting as a duty or a requirement independently with at least 90% accuracy on posting statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed job posting for an entry-level job and two highlighters
- Behavior
- The student will mark each line of the posting as a duty or a requirement independently
- Criteria
- With at least 90% accuracy on posting statements, 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 90% accuracy on posting statements
- 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 a printed job posting for an entry-level job and two highlighters, the student will mark each line of the posting as a duty or a requirement independently with at least 90% accuracy on posting statements, 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.