Match work tools to jobs
When to use this goal
For students with significant support needs building early career awareness through real objects. Present levels in communication and object or picture matching decide whether real tools, photos or symbols are used.
- Baseline
- Probe with 6 to 8 tools from jobs the student has seen. Real objects are often easier than photos; note which format was used.
- Tips
- Use tools from local jobs and from the student's work-based learning sites. Let the student handle the tool safely; touching and trying it is part of exploration.
- Limits
- Matching is a first step in career awareness, not interest. Some tools are used in many jobs; accept any reasonable match.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ce-028.
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Goal
By the annual IEP review date, given real work tools, such as a mop, a price gun, a stethoscope and a spatula, and photos of workers, the student will match each work tool to the worker who uses it independently with at least 80% accuracy on tool and job 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 goal365 characters
- By the annual IEP review date, given real work tools, such as a mop, a price gun, a stethoscope and a spatula, and photos of workers, the student will match each work tool to the worker who uses it independently with at least 80% accuracy on tool and job 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 real work tools, such as a mop, a price gun, a stethoscope and a spatula, and photos of workers
- Behavior
- The student will match each work tool to the worker who uses it independently
- Criteria
- With at least 80% accuracy on tool and job 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 tool and job 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 real work tools, such as a mop, a price gun, a stethoscope and a spatula, and photos of workers, the student will match each work tool to the worker who uses it independently with at least 80% accuracy on tool and job 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.