Ask the right person about a pay question
When to use this goal
For working students who notice a pay or benefit problem (missing hours, a question about a deduction, a missed paycheck) and either say nothing or complain to coworkers. Present levels in self-advocacy and the student's work setting, not grade, decide fit.
- Baseline
- Run several practice scenarios and log who the student would ask, when and what they would say. Ask the job coach how real pay questions have been handled so far. Use practice scenarios first, then real workplace moments once the student has a job or work experience placement, and agree with the employer or job coach on who records real events.
- Tips
- Count an opportunity for each practice scenario or real pay question. Score it when the student goes to the named person with the document and asks clearly. Teach that asking about pay is normal and expected at work.
- Limits
- Real pay questions are rare, so practice scenarios carry most of the data. The goal does not check whether the stub is correct; pair with a pay stub checking goal in personal finance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-006.
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Goal
By the annual IEP review date, when the student has a question or concern about pay or benefits at their job, the student will bring the pay stub or schedule to the supervisor or payroll contact at a calm time and ask the question in one or two sentences independently in at least 4 of 5 opportunities, across 3 consecutive monthly reviews, as measured by frequency recording collected monthly, plus each real pay question.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal423 characters
- By the annual IEP review date, when the student has a question or concern about pay or benefits at their job, the student will bring the pay stub or schedule to the supervisor or payroll contact at a calm time and ask the question in one or two sentences independently in at least 4 of 5 opportunities, across 3 consecutive monthly reviews, as measured by frequency recording collected monthly, plus each real pay question.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has a question or concern about pay or benefits at their job
- Behavior
- The student will bring the pay stub or schedule to the supervisor or payroll contact at a calm time and ask the question in one or two sentences independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive monthly reviews
- Evaluation method
- Frequency recording
- Schedule
- Monthly, plus each real pay question
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive monthly reviews
- Collection schedule:
- monthly, plus each real pay question
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, when the student has a question or concern about pay or benefits at their job, the student will bring the pay stub or schedule to the supervisor or payroll contact at a calm time and ask the question in one or two sentences independently in at least 4 of 5 opportunities, across 3 consecutive monthly reviews, as measured by frequency recording collected monthly, plus each real pay question.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.