Request a raise with evidence of good work
When to use this goal
For students who have held a job for some months and want a pay increase but have no way to show what they do well. Present levels in self-advocacy, writing and speaking, not grade, decide fit.
- Baseline
- Score a role-play with no log or card. Review what records exist (attendance, supervisor feedback, tasks learned) and start an accomplishments log if there is none. 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
- Begin the accomplishments log early so evidence exists when the time comes. Score the request skills, not whether the raise is granted. Many workplaces give raises only at set times; find out when before a real meeting.
- Limits
- Not every job offers individual raises. The goal does not cover wage rules or negotiation strategy beyond a simple, respectful request.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-016.
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Goal
By the annual IEP review date, after several months at their job, during a planned meeting or performance review, the student will ask for a raise using two or three examples of their work, such as attendance, new tasks learned or positive feedback independently, earning a score of at least 10 out of 12 on a 4-row raise request rubric scored 0 to 3 per row, on 3 of 4 consecutive scored requests, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 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
- 4 out of 12 rubric points.
- Annual goal457 characters
- By the annual IEP review date, after several months at their job, during a planned meeting or performance review, the student will ask for a raise using two or three examples of their work, such as attendance, new tasks learned or positive feedback independently, earning a score of at least 10 out of 12 on a 4-row raise request rubric scored 0 to 3 per row, on 3 of 4 consecutive scored requests, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After several months at their job, during a planned meeting or performance review
- Behavior
- The student will ask for a raise using two or three examples of their work, such as attendance, new tasks learned or positive feedback independently
- Criteria
- Earning a score of at least 10 out of 12 on a 4-row raise request rubric scored 0 to 3 per row, on 3 of 4 consecutive scored requests
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 10 out of 12 on a 4-row raise request rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored requests
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after several months at their job, during a planned meeting or performance review, the student will ask for a raise using two or three examples of their work, such as attendance, new tasks learned or positive feedback independently, earning a score of at least 10 out of 12 on a 4-row raise request rubric scored 0 to 3 per row, on 3 of 4 consecutive scored requests, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Asks for a meeting at a suitable time | Gives specific examples of their work | States the request clearly | Responds to the answer and asks about next steps | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row raise request rubric scored 0 to 3 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.