Explain what a job gives besides money
When to use this goal
For middle school students starting career and transition planning who describe work only as getting money, or not at all. Present levels in listening and reading comprehension, not grade, decide fit; read the scenarios aloud or use picture supports when reading is a barrier.
- Baseline
- Give one scenario set with no menu and record which reasons the student names on their own. Note whether they name only money or only one reason, and whether answers change when the scenario is read aloud.
- Tips
- A good first goal in a transition unit before work experience starts. Score an item correct when the reason fits the scenario; more than one reason can be right. Link the answers to the student's own transition assessment so the reasons become personal.
- Limits
- Measures reasoning about scenarios, not the student's own motivation to work. A student who answers well may still need work experience to make the ideas real. Personal reasons for working belong in the student's own vision statement, not a scored probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-001.
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Goal
By the annual IEP review date, given 10 short scenarios about people at work, read aloud or in writing, the student will name what the person in each scenario gets from the job (pay, benefits, a routine, coworkers, skills, or a sense of purpose) independently with at least 80% accuracy on work scenarios, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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. Work-sample analysis 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 Employment Foundations.
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 - Employment Foundations
- Baseline
- 40% accuracy.
- Annual goal407 characters
- By the annual IEP review date, given 10 short scenarios about people at work, read aloud or in writing, the student will name what the person in each scenario gets from the job (pay, benefits, a routine, coworkers, skills, or a sense of purpose) independently with at least 80% accuracy on work scenarios, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short scenarios about people at work, read aloud or in writing
- Behavior
- The student will name what the person in each scenario gets from the job (pay, benefits, a routine, coworkers, skills, or a sense of purpose) independently
- Criteria
- With at least 80% accuracy on work scenarios, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 work scenarios
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 short scenarios about people at work, read aloud or in writing, the student will name what the person in each scenario gets from the job (pay, benefits, a routine, coworkers, skills, or a sense of purpose) independently with at least 80% accuracy on work scenarios, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.