Fill in work history and references correctly
When to use this goal
For students who can complete the personal-information section of an application (fn-tr-003) but leave work history blank or enter it inaccurately. Present levels in recalling own history and in writing dates decide whether a work history card is used.
- Baseline
- Score 2 practice applications. A field is correct when the right information is in the right place: employer, role, dates, duties, supervisor and contact. Note whether errors come from recall or from placement.
- Tips
- School jobs, work-based learning and volunteer roles all count as history. Build the work history card once and update it after each experience. Ask references before listing them (tn-js-007).
- Limits
- Practice forms are simpler than real portals. The field count does not judge how well duties are described.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-005.
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Goal
By the annual IEP review date, given a practice application with work history and references sections and own work history card, the student will enter each job, volunteer role and reference with the correct details independently with at least 90% accuracy on work history and reference fields, on 3 consecutive applications, as measured by work-sample analysis collected every two weeks.
Baseline: 45% 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
- 45% accuracy.
- Annual goal388 characters
- By the annual IEP review date, given a practice application with work history and references sections and own work history card, the student will enter each job, volunteer role and reference with the correct details independently with at least 90% accuracy on work history and reference fields, on 3 consecutive applications, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a practice application with work history and references sections and own work history card
- Behavior
- The student will enter each job, volunteer role and reference with the correct details independently
- Criteria
- With at least 90% accuracy on work history and reference fields, on 3 consecutive applications
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 work history and reference fields
- Mastery rule:
- on 3 consecutive applications
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a practice application with work history and references sections and own work history card, the student will enter each job, volunteer role and reference with the correct details independently with at least 90% accuracy on work history and reference fields, on 3 consecutive applications, as measured by work-sample analysis collected every two weeks.
| 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.