Answer viewing guide questions after a career video
When to use this goal
For middle school students exploring careers they cannot visit in person, using short career videos or virtual job tours. Present levels in listening comprehension and reading decide whether questions are read aloud and answered by choice or in writing.
- Baseline
- Use 2 videos of similar length (3 to 5 minutes) with 6 to 8 questions each. Note whether misses are about details (tools) or big ideas (what the worker does all day).
- Tips
- Choose videos tied to the student's interests and to local jobs. A final question about whether the student would like the job links this to self-awareness work.
- Limits
- Measures comprehension of a video, not interest or fit. Video quality and length vary; keep them similar across probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-013.
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Goal
By the annual IEP review date, after watching a short career video or virtual job tour, given a viewing guide with questions about tasks, tools, setting and training, the student will answer the viewing guide questions about the job shown independently with at least 85% accuracy on viewing guide questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal398 characters
- By the annual IEP review date, after watching a short career video or virtual job tour, given a viewing guide with questions about tasks, tools, setting and training, the student will answer the viewing guide questions about the job shown independently with at least 85% accuracy on viewing guide questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After watching a short career video or virtual job tour, given a viewing guide with questions about tasks, tools, setting and training
- Behavior
- The student will answer the viewing guide questions about the job shown independently
- Criteria
- With at least 85% accuracy on viewing guide questions, 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 85% accuracy on viewing guide questions
- 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, after watching a short career video or virtual job tour, given a viewing guide with questions about tasks, tools, setting and training, the student will answer the viewing guide questions about the job shown independently with at least 85% accuracy on viewing guide questions, 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.