Screen job postings against own criteria
When to use this goal
For students who apply to every posting they see, including jobs they are too young for, cannot reach or cannot do on their schedule. Present levels in reading postings decide whether postings are simplified.
- Baseline
- Use 8 to 10 postings with a mix of clear fits and clear misfits for the student's criteria. A posting is scored correct only when the decision and the reason both match the key.
- Tips
- Criteria are the student's; build the card together. Pair with tn-ce-010 if the student cannot yet find the requirements in a posting.
- Limits
- Real decisions involve trade-offs the key cannot capture; discuss close calls rather than marking them wrong. Measures screening, not interest.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-002.
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Goal
By the annual IEP review date, given printed job postings and own job criteria card (age, hours, travel, interests, requirements), the student will mark each posting as a fit or not a fit and name the criterion that decided it independently with at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 50% accuracy.
- Annual goal380 characters
- By the annual IEP review date, given printed job postings and own job criteria card (age, hours, travel, interests, requirements), the student will mark each posting as a fit or not a fit and name the criterion that decided it independently with at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given printed job postings and own job criteria card (age, hours, travel, interests, requirements)
- Behavior
- The student will mark each posting as a fit or not a fit and name the criterion that decided it independently
- Criteria
- With at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on postings screened
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given printed job postings and own job criteria card (age, hours, travel, interests, requirements), the student will mark each posting as a fit or not a fit and name the criterion that decided it independently with at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.