Match job benefits to what they cover
When to use this goal
For students who hear words like health insurance, paid time off and retirement plan in job talks but cannot say what they mean. Vocabulary present levels, not grade, decide fit; pair each term with a picture or a short example.
- Baseline
- Ask the student to explain each term before any teaching and record which ones they already describe. Note terms they confuse with each other, such as sick leave and paid time off.
- Tips
- Pair with a lesson on comparing jobs by more than the hourly wage. Keep examples general and avoid quoting real plan costs. For older students, move to the benefits section of a real posting they are interested in.
- Limits
- Benefit details differ by employer and change often, so the goal checks the meaning of terms, not the rules of any plan. It does not measure whether the student chooses or enrolls in benefits.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-003.
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Goal
By the annual IEP review date, given 8 benefit terms and 8 short life situations (a doctor visit, a family trip, getting older), the student will match each benefit to the situation it helps with and say one way it helps independently with at least 75% accuracy on benefit matches, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Aligned with area of need. The wording no longer mentions Employment Foundations. Check it still matches the need in present levels.
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: 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
- 25% accuracy.
- Annual goal383 characters
- By the annual IEP review date, given 8 benefit terms and 8 short life situations (a doctor visit, a family trip, getting older), the student will match each benefit to the situation it helps with and say one way it helps independently with at least 75% accuracy on benefit matches, 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 8 benefit terms and 8 short life situations (a doctor visit, a family trip, getting older)
- Behavior
- The student will match each benefit to the situation it helps with and say one way it helps independently
- Criteria
- With at least 75% accuracy on benefit matches, 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 75% accuracy on benefit matches
- 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 8 benefit terms and 8 short life situations (a doctor visit, a family trip, getting older), the student will match each benefit to the situation it helps with and say one way it helps independently with at least 75% accuracy on benefit matches, 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.