Identify school staff jobs and their tasks
When to use this goal
For students with significant support needs who are starting career awareness and benefit from jobs they see every day. Present levels in communication decide whether answers are spoken, pointed to on photos or given on a device.
- Baseline
- Probe with 6 to 8 school jobs the student has seen. Use real photos of staff at your school, with their permission, rather than clip art.
- Tips
- Visit each staff member at work and ask them to show one task. Many of these jobs are also school-based job sites later (fn-tr-006). Add community jobs with tn-ce-015.
- Limits
- School jobs are a small slice of the job market. Matching photos is awareness, not interest.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-014.
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Goal
By the annual IEP review date, given photos of school staff at work, such as the custodian, cafeteria worker, librarian and office manager, and task photo cards, the student will name or select each staff member's job and match one task to it independently with at least 80% accuracy on job and task matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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. Opportunity (trial) recording 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
- 30% accuracy.
- Annual goal410 characters
- By the annual IEP review date, given photos of school staff at work, such as the custodian, cafeteria worker, librarian and office manager, and task photo cards, the student will name or select each staff member's job and match one task to it independently with at least 80% accuracy on job and task matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given photos of school staff at work, such as the custodian, cafeteria worker, librarian and office manager, and task photo cards
- Behavior
- The student will name or select each staff member's job and match one task to it independently
- Criteria
- With at least 80% accuracy on job and task matches, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 80% accuracy on job and task matches
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given photos of school staff at work, such as the custodian, cafeteria worker, librarian and office manager, and task photo cards, the student will name or select each staff member's job and match one task to it independently with at least 80% accuracy on job and task matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.