Complete a hands-on career station
When to use this goal
For middle school students who learn about jobs best by doing a short task from the job, such as measuring and cutting, taking a pulse on a training model or building a simple circuit. Present levels in reading and fine motor skills decide the station materials.
- Baseline
- Observe the first station with the direction card only and mark each step. Note whether the student skips the log steps; the reflection is what turns an activity into exploration.
- Tips
- Pick stations across different clusters, including ones the student would not choose. Interest ratings go into the career portfolio and can guide later job shadows.
- Limits
- A short station is a small sample of a real job. Task success depends on the station design; keep difficulty similar across stations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-016.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, at a career exploration station in a career class, given the station materials and a direction card, the student will complete the station task from the direction card and log the job it comes from and own interest, performing at least 6 of 7 steps independently, on 3 consecutive stations, as measured by a task-analysis checklist collected at each station, about weekly during the career unit.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 of 7 steps independently.
- Annual goal426 characters
- By the annual IEP review date, at a career exploration station in a career class, given the station materials and a direction card, the student will complete the station task from the direction card and log the job it comes from and own interest, performing at least 6 of 7 steps independently, on 3 consecutive stations, as measured by a task-analysis checklist collected at each station, about weekly during the career unit.
- Timeframe
- By the annual IEP review date
- Condition
- At a career exploration station in a career class, given the station materials and a direction card
- Behavior
- The student will complete the station task from the direction card and log the job it comes from and own interest
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive stations
- Evaluation method
- A task-analysis checklist
- Schedule
- At each station, about weekly during the career unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive stations
- Collection schedule:
- at each station, about weekly during the career unit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a career exploration station in a career class, given the station materials and a direction card, the student will complete the station task from the direction card and log the job it comes from and own interest, performing at least 6 of 7 steps independently, on 3 consecutive stations, as measured by a task-analysis checklist collected at each station, about weekly during the career unit.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Reads or listens to the direction card | ||||||||
| 2. Gathers the station materials | ||||||||
| 3. Completes the first part of the task | ||||||||
| 4. Completes the rest of the task | ||||||||
| 5. Cleans up and returns the materials | ||||||||
| 6. Writes or selects the job the task comes from | ||||||||
| 7. Rates own interest in the job and gives a reason | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.