Ask the interviewer questions at the end
When to use this goal
For students who answer interview questions well but say no, I'm good when asked whether they have questions. Present levels in communication decide whether questions are spoken, read or played from a device.
- Baseline
- Record the response at the end of 5 practice interviews. Count a question about the job or next steps; questions only about pay or breaks are recorded but discussed.
- Tips
- Help the student pick questions that matter to them, such as what training is like or what a typical shift looks like. Asking when a decision will be made sets up the follow-up in tn-js-019.
- Limits
- Prepared questions may repeat what the interviewer already covered; teach the student to choose another from the card.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-013.
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Goal
By the annual IEP review date, at the end of a mock or real interview, when the interviewer asks whether the student has questions, the student will ask a prepared question about the job, schedule, training or next steps independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each mock or real interview, at least twice monthly.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal427 characters
- By the annual IEP review date, at the end of a mock or real interview, when the interviewer asks whether the student has questions, the student will ask a prepared question about the job, schedule, training or next steps independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each mock or real interview, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of a mock or real interview, when the interviewer asks whether the student has questions
- Behavior
- The student will ask a prepared question about the job, schedule, training or next steps independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each mock or real interview, at least twice monthly
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection periods
- Collection schedule:
- at each mock or real interview, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of a mock or real interview, when the interviewer asks whether the student has questions, the student will ask a prepared question about the job, schedule, training or next steps independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each mock or real interview, at least twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.