Prepare a reference list with permission
When to use this goal
For students starting to apply who list references without asking them, or who list family members only. Present levels in communication and email use decide how the student asks.
- Baseline
- Observe the first list with only the template. Note whether the student knows why permission matters; teach the reason, not only the step.
- Tips
- Work-based learning supervisors are strong references; ask them near the end of each placement. Remind the student to let references know when an employer might call.
- Limits
- Few updates per year. Students with little work history may have only school references, which is fine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-007.
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Goal
By the annual IEP review date, given a reference list template and a list of adults who know the student's work, such as a teacher, coach or work-based learning supervisor, the student will ask possible references for permission and complete the reference list with their correct contact details, performing at least 6 of 7 steps independently, on 2 consecutive list updates, as measured by a task-analysis checklist collected each semester and before each application round.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal475 characters
- By the annual IEP review date, given a reference list template and a list of adults who know the student's work, such as a teacher, coach or work-based learning supervisor, the student will ask possible references for permission and complete the reference list with their correct contact details, performing at least 6 of 7 steps independently, on 2 consecutive list updates, as measured by a task-analysis checklist collected each semester and before each application round.
- Timeframe
- By the annual IEP review date
- Condition
- Given a reference list template and a list of adults who know the student's work, such as a teacher, coach or work-based learning supervisor
- Behavior
- The student will ask possible references for permission and complete the reference list with their correct contact details
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive list updates
- Evaluation method
- A task-analysis checklist
- Schedule
- Each semester and before each application round
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 6 of 7 steps independently
- Mastery rule:
- on 2 consecutive list updates
- Collection schedule:
- each semester and before each application round
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a reference list template and a list of adults who know the student's work, such as a teacher, coach or work-based learning supervisor, the student will ask possible references for permission and complete the reference list with their correct contact details, performing at least 6 of 7 steps independently, on 2 consecutive list updates, as measured by a task-analysis checklist collected each semester and before each application round.
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. Chooses adults outside the family who know own work or school effort | ||||||||
| 2. Asks each person for permission to list them as a reference | ||||||||
| 3. Records who said yes | ||||||||
| 4. Collects each reference's name, title, phone and email | ||||||||
| 5. Types the reference list using the template | ||||||||
| 6. Checks spelling of names and contact details | ||||||||
| 7. Saves the list with own resume | ||||||||
| 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: 6 of 7).
- 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.