Complete an online job application start to finish
When to use this goal
For students who can fill in a paper practice form (fn-tr-003) and are ready for a real online application with logins, required fields and upload steps. Present levels in reading, device use and recall of own history decide the supports.
- Baseline
- Observe one practice application with the card only. Mark each section, and note error types (wrong field, missing required field, typing errors) so instruction targets the right step.
- Tips
- Use postings the student wants. Submit real applications only with the student's and family's agreement. Applications taken in a store kiosk work the same way; adjust the steps.
- Limits
- Sites vary in length and layout, so step difficulty changes. Completing the application says nothing about the quality of short answers (tn-js-006).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-004.
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Goal
By the annual IEP review date, given a real online job posting the student chose, a personal information card and a saved resume, the student will complete every section of the online application and submit it, performing at least 9 of 10 steps independently, on 3 consecutive applications, as measured by a task-analysis checklist collected at each application, at least twice monthly during the job search.
Baseline: 3 of 10 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
- 3 of 10 steps independently.
- Annual goal408 characters
- By the annual IEP review date, given a real online job posting the student chose, a personal information card and a saved resume, the student will complete every section of the online application and submit it, performing at least 9 of 10 steps independently, on 3 consecutive applications, as measured by a task-analysis checklist collected at each application, at least twice monthly during the job search.
- Timeframe
- By the annual IEP review date
- Condition
- Given a real online job posting the student chose, a personal information card and a saved resume
- Behavior
- The student will complete every section of the online application and submit it
- Criteria
- Performing at least 9 of 10 steps independently, on 3 consecutive applications
- Evaluation method
- A task-analysis checklist
- Schedule
- At each application, at least twice monthly during the job search
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 9 of 10 steps independently
- Mastery rule:
- on 3 consecutive applications
- Collection schedule:
- at each application, at least twice monthly during the job search
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a real online job posting the student chose, a personal information card and a saved resume, the student will complete every section of the online application and submit it, performing at least 9 of 10 steps independently, on 3 consecutive applications, as measured by a task-analysis checklist collected at each application, at least twice monthly during the job search.
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. Logs in or creates an account | ||||||||
| 2. Enters contact information | ||||||||
| 3. Enters availability that matches own schedule | ||||||||
| 4. Enters work and volunteer history | ||||||||
| 5. Enters education | ||||||||
| 6. Enters references | ||||||||
| 7. Answers the screening questions | ||||||||
| 8. Uploads the resume if asked | ||||||||
| 9. Reviews every section for errors | ||||||||
| 10. Submits and saves or prints the confirmation | ||||||||
| 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: 9 of 10).
- 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.