Ask the supervisor for more hours
When to use this goal
For working students who want more hours but wait to be offered them or ask at a busy moment. Present levels in self-advocacy and workplace communication, and the family's input on how many hours fit, not grade, decide fit.
- Baseline
- Score two role-plays with no plan card. Confirm the student's availability with the family and any benefit or school limits on hours before any real request. 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
- Score the request, not the outcome; the supervisor may say no for reasons outside the student's control. Practice responses to a no so the student can stay calm and ask what would help.
- Limits
- Hours affect school, health and sometimes public benefits; the team and family should agree before a real request. Real requests are infrequent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-015.
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Goal
By the annual IEP review date, when the student wants more hours at their current job, during a planned meeting or a quiet time with the supervisor, the student will ask for more hours by naming the days and times they are free and one reason they are ready independently, earning a score of at least 7 out of 8 on a 4-row hours request rubric scored 0 to 2 per row, on 3 of 4 consecutive scored requests, as measured by a defined scoring rubric collected every two weeks.
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 goal472 characters
- By the annual IEP review date, when the student wants more hours at their current job, during a planned meeting or a quiet time with the supervisor, the student will ask for more hours by naming the days and times they are free and one reason they are ready independently, earning a score of at least 7 out of 8 on a 4-row hours request rubric scored 0 to 2 per row, on 3 of 4 consecutive scored requests, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When the student wants more hours at their current job, during a planned meeting or a quiet time with the supervisor
- Behavior
- The student will ask for more hours by naming the days and times they are free and one reason they are ready independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row hours request rubric scored 0 to 2 per row, on 3 of 4 consecutive scored requests
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 hours request rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive scored requests
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when the student wants more hours at their current job, during a planned meeting or a quiet time with the supervisor, the student will ask for more hours by naming the days and times they are free and one reason they are ready independently, earning a score of at least 7 out of 8 on a 4-row hours request rubric scored 0 to 2 per row, on 3 of 4 consecutive scored requests, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Chooses a calm time and asks if the supervisor has a minute | States the request and the days and times they are free | Gives one reason based on their work | Responds politely to the answer and asks what would help next time | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row hours request 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.