Link school subjects to job skills
When to use this goal
For middle school students who ask why they need a class and cannot connect school subjects to work. Present levels in language decide whether answers are spoken, written or matched from cards.
- Baseline
- Ask about 5 jobs across 2 sessions. Count answers with a subject and a real skill example; naming a subject alone is recorded as partial.
- Tips
- Use jobs the student cares about so the link feels real. Electives and CTE classes count as subjects. In high school, fn-tr templates connect coursework to the student's own postsecondary goals.
- Limits
- A spoken link is a small step; it does not change engagement in class by itself. Some links are loose; accept reasonable ones.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-019.
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Goal
By the annual IEP review date, during a career lesson, given a job from the student's interest list and a list of school subjects, the student will name a school subject that builds a skill the job uses and give an example of the skill independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly during the career unit.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 5 opportunities.
- Annual goal418 characters
- By the annual IEP review date, during a career lesson, given a job from the student's interest list and a list of school subjects, the student will name a school subject that builds a skill the job uses and give an example of the skill independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly during the career unit.
- Timeframe
- By the annual IEP review date
- Condition
- During a career lesson, given a job from the student's interest list and a list of school subjects
- Behavior
- The student will name a school subject that builds a skill the job uses and give an example of the skill independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during the career unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- weekly during the career unit
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a career lesson, given a job from the student's interest list and a list of school subjects, the student will name a school subject that builds a skill the job uses and give an example of the skill independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly during the career unit.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.