Prepare for a job interview with a checklist
When to use this goal
For students who get interviews but arrive unprepared: no copy of the resume, no route plan, no idea what the business does. Present levels in planning and organization decide the checklist format.
- Baseline
- Set up a practice interview with a staff member in another building and check what the student prepared without a checklist. Mark each step done with evidence (the route written, the resume printed).
- Tips
- Practice interviews with staff in other buildings or with community partners give real preparation chances. The checklist stays with the student for future job searches.
- Limits
- Few real interviews per year; practice interviews carry the data. Preparation does not guarantee a good interview.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-014.
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Goal
By the annual IEP review date, in the days before a scheduled real or practice interview, given an interview preparation checklist, the student will complete each item on the interview preparation checklist before the interview, performing at least 7 of 8 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected before each real or practice interview.
Baseline: 2 of 8 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 8 steps independently.
- Annual goal427 characters
- By the annual IEP review date, in the days before a scheduled real or practice interview, given an interview preparation checklist, the student will complete each item on the interview preparation checklist before the interview, performing at least 7 of 8 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected before each real or practice interview.
- Timeframe
- By the annual IEP review date
- Condition
- In the days before a scheduled real or practice interview, given an interview preparation checklist
- Behavior
- The student will complete each item on the interview preparation checklist before the interview
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive interviews, including practice interviews
- Evaluation method
- A task-analysis checklist
- Schedule
- Before each real or practice interview
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 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive interviews, including practice interviews
- Collection schedule:
- before each real or practice interview
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, in the days before a scheduled real or practice interview, given an interview preparation checklist, the student will complete each item on the interview preparation checklist before the interview, performing at least 7 of 8 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected before each real or practice interview.
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. Confirms the date, time, place and interviewer's name | ||||||||
| 2. Looks up what the business does and writes two facts | ||||||||
| 3. Plans the route and departure time | ||||||||
| 4. Chooses clothes that fit the workplace | ||||||||
| 5. Prints or saves a copy of the resume and reference list | ||||||||
| 6. Practices answers to three common questions | ||||||||
| 7. Prepares questions to ask the interviewer | ||||||||
| 8. Sets an alarm or reminder for departure | ||||||||
| 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: 7 of 8).
- 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.