Respond to a job offer or a rejection
When to use this goal
For students nearing a first job offer who have not practiced what to say yes, no or not yet, or how to take a rejection. Present levels in communication and decision making decide whether scripts are used.
- Baseline
- Role-play 5 messages (two offers, two rejections, one request for more information). Count a response when it includes thanks and the right next step for that message.
- Tips
- Talk through offers with the family before replying when the student is a minor. Taking a few hours to decide is a correct response. Rejections are normal; the follow-up request keeps the door open.
- Limits
- Role-plays cannot match the feelings of a real rejection. Real offers are rare and may come with little warning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-019.
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Goal
By the annual IEP review date, during a role-play of a job offer or rejection call or email, using realistic offer details, the student will respond to the offer or rejection with thanks and the right next step independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly during the job search unit.
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 goal397 characters
- By the annual IEP review date, during a role-play of a job offer or rejection call or email, using realistic offer details, the student will respond to the offer or rejection with thanks and the right next step independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly during the job search unit.
- Timeframe
- By the annual IEP review date
- Condition
- During a role-play of a job offer or rejection call or email, using realistic offer details
- Behavior
- The student will respond to the offer or rejection with thanks and the right next step independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during the job search unit
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 sessions
- Collection schedule:
- weekly during the job search unit
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a role-play of a job offer or rejection call or email, using realistic offer details, the student will respond to the offer or rejection with thanks and the right next step independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly during the job search unit.
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.