Gather information at a career fair
When to use this goal
For high school students attending a career or job fair who wander the room, collect free items and leave with no information. Present levels in communication and planning decide how many booths are planned.
- Baseline
- Fairs are rare, so set up a practice fair in class with staff at tables and mark each step. Record which steps the student does at the real fair for comparison.
- Tips
- Plan booths that match the student's interests, plus one wild card. The follow-up step connects to job-seeking goals when the employer is hiring.
- Limits
- Few real fairs per year. Busy booths can make it hard to ask questions; note crowding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-021.
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Goal
By the annual IEP review date, at a school or community career fair, given the list of employers attending and a booth planning sheet, the student will visit the planned booths, ask questions and record what was learned at each, performing at least 7 of 8 steps independently, on 2 consecutive career fairs, as measured by a task-analysis checklist collected at each career fair, with practice booths in class between fairs.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal424 characters
- By the annual IEP review date, at a school or community career fair, given the list of employers attending and a booth planning sheet, the student will visit the planned booths, ask questions and record what was learned at each, performing at least 7 of 8 steps independently, on 2 consecutive career fairs, as measured by a task-analysis checklist collected at each career fair, with practice booths in class between fairs.
- Timeframe
- By the annual IEP review date
- Condition
- At a school or community career fair, given the list of employers attending and a booth planning sheet
- Behavior
- The student will visit the planned booths, ask questions and record what was learned at each
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive career fairs
- Evaluation method
- A task-analysis checklist
- Schedule
- At each career fair, with practice booths in class between fairs
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 7 of 8 steps independently
- Mastery rule:
- on 2 consecutive career fairs
- Collection schedule:
- at each career fair, with practice booths in class between fairs
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a school or community career fair, given the list of employers attending and a booth planning sheet, the student will visit the planned booths, ask questions and record what was learned at each, performing at least 7 of 8 steps independently, on 2 consecutive career fairs, as measured by a task-analysis checklist collected at each career fair, with practice booths in class between fairs.
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. Picks booths to visit from the employer list before the fair | ||||||||
| 2. Writes a question for each chosen booth | ||||||||
| 3. Finds each chosen booth at the fair | ||||||||
| 4. Introduces self to the employer representative | ||||||||
| 5. Asks the prepared question | ||||||||
| 6. Records the answer or collects the information sheet | ||||||||
| 7. Thanks the representative | ||||||||
| 8. Reviews the notes after the fair and marks one employer to follow up with | ||||||||
| 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: 7 of 8).
- 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.