Arrive and check in for an interview
When to use this goal
For students who can answer interview questions but struggle with the parts before them: arriving on time, finding the right person and waiting. Present levels in travel skills and communication decide supports.
- Baseline
- Use a practice interview at an unfamiliar office. The job coach or staff member watches from a distance and marks each step without prompting.
- Tips
- The greeting step accepts any way the student greets (a wave, a handshake, a spoken hello, a device). Fade the job coach's position from inside to outside the building over time.
- Limits
- Real interviews are few. Arrival depends partly on transportation that the student may not control.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-015.
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Goal
By the annual IEP review date, on the day of a practice interview at an unfamiliar school office or community site, the student will arrive early, check in with the front desk and greet the interviewer, performing at least 6 of 7 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected at each real or practice interview.
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 goal397 characters
- By the annual IEP review date, on the day of a practice interview at an unfamiliar school office or community site, the student will arrive early, check in with the front desk and greet the interviewer, performing at least 6 of 7 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected at each real or practice interview.
- Timeframe
- By the annual IEP review date
- Condition
- On the day of a practice interview at an unfamiliar school office or community site
- Behavior
- The student will arrive early, check in with the front desk and greet the interviewer
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive interviews, including practice interviews
- Evaluation method
- A task-analysis checklist
- Schedule
- At 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive interviews, including practice interviews
- Collection schedule:
- at each real or practice interview
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, on the day of a practice interview at an unfamiliar school office or community site, the student will arrive early, check in with the front desk and greet the interviewer, performing at least 6 of 7 steps independently, on 3 consecutive interviews, including practice interviews, as measured by a task-analysis checklist collected at 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. Arrives 5 to 10 minutes before the interview time | ||||||||
| 2. Puts the phone on silent | ||||||||
| 3. Finds the front desk or the person named in the invitation | ||||||||
| 4. States own name, the interview time and the interviewer's name | ||||||||
| 5. Waits in the area shown | ||||||||
| 6. Stands or greets the interviewer when called | ||||||||
| 7. Introduces self and follows the interviewer to the room | ||||||||
| 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.