Make a plan after a supervisor's warning
When to use this goal
For working students who receive a verbal or written warning and either ignore it or quit, with no plan to fix the problem. Present levels in self-advocacy and problem solving, not grade, decide fit.
- Baseline
- Score two or three role-plays and, if one has happened, talk through a real past warning. Note which rows score low; a student may describe the problem well but have no plan. 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
- Teach that a warning is a chance to keep the job. Keep the tone calm and private; never practice with real warnings in front of peers. Pair with coping strategies if warnings trigger strong reactions.
- Limits
- Real warnings are rare and private, so most data come from role-play. The goal measures the response, not whether the problem behavior changes; that is a vocational or behavior goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-009.
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Goal
By the annual IEP review date, after receiving a verbal or written warning at work, during a check-in with the job coach, the student will say back what the warning was about, name one change they will make and ask the supervisor when to check in independently, earning a score of at least 7 out of 8 on a 4-row warning response rubric scored 0 to 2 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks in practice and after each real warning.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 8 rubric points.
- Annual goal505 characters
- By the annual IEP review date, after receiving a verbal or written warning at work, during a check-in with the job coach, the student will say back what the warning was about, name one change they will make and ask the supervisor when to check in independently, earning a score of at least 7 out of 8 on a 4-row warning response rubric scored 0 to 2 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks in practice and after each real warning.
- Timeframe
- By the annual IEP review date
- Condition
- After receiving a verbal or written warning at work, during a check-in with the job coach
- Behavior
- The student will say back what the warning was about, name one change they will make and ask the supervisor when to check in independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row warning response rubric scored 0 to 2 per row, on 3 of 4 consecutive scored responses
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks in practice and after each real warning
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row warning response rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks in practice and after each real warning
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after receiving a verbal or written warning at work, during a check-in with the job coach, the student will say back what the warning was about, name one change they will make and ask the supervisor when to check in independently, earning a score of at least 7 out of 8 on a 4-row warning response rubric scored 0 to 2 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks in practice and after each real warning.
| Date | Task / sample | States what the warning was about without blaming others | Names one specific change they will make | Asks a clarifying question or for a check-in time | Uses a calm, respectful tone with the supervisor | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row warning response rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.