Tell a supervisor in person about leaving
When to use this goal
For working students who have decided to leave a job and are likely to stop showing up or quit by text. Present levels in workplace communication, not grade, decide fit; the decision to leave is made with the family and team first.
- Baseline
- Score one or two role-plays with no card and ask how the student has left past jobs or placements. Check the workplace's notice expectation. 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
- Explain why leaving well matters: a former supervisor can be a reference. Pair with the resignation message template (tn-ef-018) when the workplace wants notice in writing.
- Limits
- There is often only one real chance to use this skill, so practice carries most of the data. Unsafe or abusive jobs need a different plan; the student should be able to leave right away with adult help.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ef-017.
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Goal
By the annual IEP review date, when the student has decided to leave their job, during a planned private talk with the supervisor, the student will tell the supervisor they are leaving, give the last day at least two weeks ahead, thank them and offer to help during the change independently, earning a score of at least 8 out of 10 on a 5-row leaving conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive scored conversations, as measured by a defined scoring rubric collected every two weeks during practice.
Baseline: 3 out of 10 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 10 rubric points.
- Annual goal520 characters
- By the annual IEP review date, when the student has decided to leave their job, during a planned private talk with the supervisor, the student will tell the supervisor they are leaving, give the last day at least two weeks ahead, thank them and offer to help during the change independently, earning a score of at least 8 out of 10 on a 5-row leaving conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive scored conversations, as measured by a defined scoring rubric collected every two weeks during practice.
- Timeframe
- By the annual IEP review date
- Condition
- When the student has decided to leave their job, during a planned private talk with the supervisor
- Behavior
- The student will tell the supervisor they are leaving, give the last day at least two weeks ahead, thank them and offer to help during the change independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row leaving conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive scored conversations
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks during practice
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 8 out of 10 on a 5-row leaving conversation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive scored conversations
- Collection schedule:
- every two weeks during practice
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when the student has decided to leave their job, during a planned private talk with the supervisor, the student will tell the supervisor they are leaving, give the last day at least two weeks ahead, thank them and offer to help during the change independently, earning a score of at least 8 out of 10 on a 5-row leaving conversation rubric scored 0 to 2 per row, on 3 of 4 consecutive scored conversations, as measured by a defined scoring rubric collected every two weeks during practice.
| Date | Task / sample | Asks for a private moment | States they are leaving and the last day | Gives two weeks or the notice the workplace asks for | Thanks the supervisor for the job | Asks about the final paycheck and returning work items | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row leaving conversation 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.