Rate how a job's demands fit own skills
When to use this goal
For high school students who choose jobs on interest alone and have not looked at the job's physical, social and academic demands. Present levels in self-knowledge (tn-sd-023, tn-sd-024) decide how much of the rating the student does alone.
- Baseline
- Score a chart for a job the student already likes. Ratings are often all high for a favorite job; the example row shows whether the ratings rest on anything.
- Tips
- No job is ruled out by the chart; a poor fit with a support or training idea is useful information. Compare the chart with job coach observations after a tryout.
- Limits
- Self-ratings can be too high or too low; tryouts give firmer evidence. Demand categories should be adjusted for the jobs being explored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-012.
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Goal
By the annual IEP review date, given a job profile and a job fit chart with demand categories, such as standing, lifting, reading, math, people contact and pace, the student will rate each demand of the job against own skills and needs and state an overall fit with a reason independently, earning a score of at least 7 out of 8 on a 4-row job fit rubric (0 to 2 per row), on 3 consecutive job fit charts, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 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
- 2 out of 8 rubric points.
- Annual goal472 characters
- By the annual IEP review date, given a job profile and a job fit chart with demand categories, such as standing, lifting, reading, math, people contact and pace, the student will rate each demand of the job against own skills and needs and state an overall fit with a reason independently, earning a score of at least 7 out of 8 on a 4-row job fit rubric (0 to 2 per row), on 3 consecutive job fit charts, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a job profile and a job fit chart with demand categories, such as standing, lifting, reading, math, people contact and pace
- Behavior
- The student will rate each demand of the job against own skills and needs and state an overall fit with a reason independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row job fit rubric (0 to 2 per row), on 3 consecutive job fit charts
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 7 out of 8 on a 4-row job fit rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive job fit charts
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a job profile and a job fit chart with demand categories, such as standing, lifting, reading, math, people contact and pace, the student will rate each demand of the job against own skills and needs and state an overall fit with a reason independently, earning a score of at least 7 out of 8 on a 4-row job fit rubric (0 to 2 per row), on 3 consecutive job fit charts, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Rates each demand on the chart | Gives an example from own experience for at least two ratings | Names the hardest demand and one support or training that would help | States an overall fit (good, possible, poor) with a reason | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row job fit 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.