Find job postings that match own needs
When to use this goal
For students ready to look for a first or next job who browse job sites without a plan. Present levels in reading, device use and travel options decide which job sites and filters are used; age and work permit rules in the state also shape the search.
- Baseline
- Observe one search with only the criteria list and mark each step. Note whether the student skips the travel check; a job the student cannot reach is a common mismatch.
- Tips
- Write the criteria with the student first; they come from the student's interests, schedule and transportation. Check postings with the transition coordinator before the student applies, especially for students under 18.
- Limits
- Postings change daily, so session difficulty varies. Finding postings is not the same as applying (tn-js-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-001.
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Goal
By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Job Seeking & Applications.
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 - Job Seeking & Applications
- Baseline
- 2 of 8 steps independently.
- Annual goal399 characters
- By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given a job search website on a classroom device and own job search criteria (job type, hours, travel distance)
- Behavior
- The student will search for jobs that meet own criteria and save the matching postings
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive search sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during the job search unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive search sessions
- Collection schedule:
- weekly during the job search unit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Opens the job search site or app | ||||||||
| 2. Enters the job type or keyword | ||||||||
| 3. Enters the town or zip code and a distance limit | ||||||||
| 4. Sets filters for part-time, hours or age if the site offers them | ||||||||
| 5. Opens a posting and checks it against own criteria | ||||||||
| 6. Saves postings that match | ||||||||
| 7. Checks how long the trip to each saved job would take | ||||||||
| 8. Records the saved postings in a job search log | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.