Follow up on the status of an application
When to use this goal
For students who apply and never hear back, and who do not know when or how to check in. Present levels in phone and email skills (fn-tr-013) decide whether the follow-up is by call, email or in person.
- Baseline
- Observe the first follow-up with only the log. Note how the student handles no answer or voicemail; a short voicemail script may be needed.
- Tips
- Teach a reasonable waiting time and limit follow-ups to one or two per application. Use the school phone or approved email unless the family agrees otherwise.
- Limits
- Many employers do not reply; that is common and not the student's failure. Steps differ slightly for calls and emails.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-018.
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Goal
By the annual IEP review date, one to two weeks after submitting an application with no reply, given own job search log, the student will contact the employer to check the status of the application and record the answer in the job search log, performing at least 5 of 6 steps independently, on 3 consecutive follow-ups, as measured by a task-analysis checklist collected at each follow-up, at least twice monthly during the job search.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal435 characters
- By the annual IEP review date, one to two weeks after submitting an application with no reply, given own job search log, the student will contact the employer to check the status of the application and record the answer in the job search log, performing at least 5 of 6 steps independently, on 3 consecutive follow-ups, as measured by a task-analysis checklist collected at each follow-up, at least twice monthly during the job search.
- Timeframe
- By the annual IEP review date
- Condition
- One to two weeks after submitting an application with no reply, given own job search log
- Behavior
- The student will contact the employer to check the status of the application and record the answer in the job search log
- Criteria
- Performing at least 5 of 6 steps independently, on 3 consecutive follow-ups
- Evaluation method
- A task-analysis checklist
- Schedule
- At each follow-up, at least twice monthly during the job search
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 5 of 6 steps independently
- Mastery rule:
- on 3 consecutive follow-ups
- Collection schedule:
- at each follow-up, at least twice monthly during the job search
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, one to two weeks after submitting an application with no reply, given own job search log, the student will contact the employer to check the status of the application and record the answer in the job search log, performing at least 5 of 6 steps independently, on 3 consecutive follow-ups, as measured by a task-analysis checklist collected at each follow-up, at least twice monthly during the job search.
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. Checks the job search log for applications with no reply | ||||||||
| 2. Finds the employer's contact phone or email | ||||||||
| 3. Prepares what to say or write (name, job, date applied, question) | ||||||||
| 4. Contacts the employer | ||||||||
| 5. Thanks the person and notes the answer | ||||||||
| 6. Records the status and next step in the log | ||||||||
| 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: 5 of 6).
- 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.