Use a career website to find matching jobs
When to use this goal
For students who have interest or skills information and need to use a career search website on their own. Present levels in reading and device use decide whether the site is read aloud with text-to-speech.
- Baseline
- Observe one session with no guide and mark each step. Note whether the student gets stuck on navigation or on reading the profiles.
- Tips
- Use the career information site your state or district provides so the student can keep using it. The saved list feeds tn-ce-003 and fn-tr-011.
- Limits
- Website changes break the picture guide; update it. Finding jobs on a site is not the same as judging fit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-025.
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Goal
By the annual IEP review date, given a career search website on a classroom device and own interest results, the student will search the career website by own interests and record jobs that match, performing at least 6 of 7 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected 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 goal360 characters
- By the annual IEP review date, given a career search website on a classroom device and own interest results, the student will search the career website by own interests and record jobs that match, performing at least 6 of 7 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the career unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given a career search website on a classroom device and own interest results
- Behavior
- The student will search the career website by own interests and record jobs that match
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive search sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- 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 search sessions
- Collection schedule:
- weekly during the career unit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a career search website on a classroom device and own interest results, the student will search the career website by own interests and record jobs that match, performing at least 6 of 7 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected 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. Opens the career website and logs in if needed | ||||||||
| 2. Finds the search or interest filter | ||||||||
| 3. Enters or selects own interest areas | ||||||||
| 4. Opens a matching job profile | ||||||||
| 5. Records the job title and one fact about it | ||||||||
| 6. Repeats for two more jobs | ||||||||
| 7. Saves or prints the list of matching jobs | ||||||||
| 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.