State availability and travel plans in an interview
When to use this goal
For students who say yes to every schedule question in an interview and later cannot work the hours or get to the job. Present levels in schedule and calendar use decide whether an availability card is used.
- Baseline
- Ask 6 logistics questions in a practice interview and compare each answer with the availability card made with the family. An answer counts when it is accurate and specific.
- Tips
- Build the availability card with the family, including school, activities and transportation limits. Saying I can't work Sundays is a correct answer; practice saying it politely.
- Limits
- Practice questions are predictable; real interviewers word them differently. Availability changes each semester, so update the card.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-012.
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Goal
By the annual IEP review date, during a mock or real interview when asked about days, hours, start date or how the student will get to work, the student will state own available days, hours, start date and travel plan as listed on own availability card independently in at least 5 of 6 opportunities, across 3 consecutive interview practice sessions, as measured by opportunity-by-opportunity data collected weekly during interview practice.
Baseline: 2 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 6 opportunities.
- Annual goal441 characters
- By the annual IEP review date, during a mock or real interview when asked about days, hours, start date or how the student will get to work, the student will state own available days, hours, start date and travel plan as listed on own availability card independently in at least 5 of 6 opportunities, across 3 consecutive interview practice sessions, as measured by opportunity-by-opportunity data collected weekly during interview practice.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock or real interview when asked about days, hours, start date or how the student will get to work
- Behavior
- The student will state own available days, hours, start date and travel plan as listed on own availability card independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive interview practice sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during interview practice
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive interview practice sessions
- Collection schedule:
- weekly during interview practice
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a mock or real interview when asked about days, hours, start date or how the student will get to work, the student will state own available days, hours, start date and travel plan as listed on own availability card independently in at least 5 of 6 opportunities, across 3 consecutive interview practice sessions, as measured by opportunity-by-opportunity data collected weekly during interview practice.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.