Decide whether to disclose a disability at work
When to use this goal
For students preparing for work who have accommodations at school and need to decide whether, when and how to share disability information with an employer. Present levels in self-knowledge (fn-tr-002) and decision making decide how the planning sheet is used.
- Baseline
- Score a plan on a job scenario before the real decision. Note whether the student knows that disclosure is their choice; teach that first if not.
- Tips
- Every decision earns full credit if it has reasons; not disclosing is a valid choice. Employers may not ask about disability before a job offer, and adults request job accommodations under the ADA; the transition coordinator can share plain-language resources. This goal gives no legal advice.
- Limits
- Planning on paper differs from the moment of disclosure. Some students need time and experience before they are ready to decide.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-020.
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Goal
By the annual IEP review date, given a disclosure planning sheet and a job the student is applying for or has been offered, the student will complete the disclosure plan with own decision, the reasons, the timing and what the student would say independently, earning a score of at least 8 out of 10 on a 5-row disclosure plan rubric (0 to 2 per row), on 2 consecutive disclosure plans, as measured by a defined scoring rubric collected monthly.
Baseline: 2 out of 10 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 10 rubric points.
- Annual goal444 characters
- By the annual IEP review date, given a disclosure planning sheet and a job the student is applying for or has been offered, the student will complete the disclosure plan with own decision, the reasons, the timing and what the student would say independently, earning a score of at least 8 out of 10 on a 5-row disclosure plan rubric (0 to 2 per row), on 2 consecutive disclosure plans, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a disclosure planning sheet and a job the student is applying for or has been offered
- Behavior
- The student will complete the disclosure plan with own decision, the reasons, the timing and what the student would say independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row disclosure plan rubric (0 to 2 per row), on 2 consecutive disclosure plans
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 5-row disclosure plan rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive disclosure plans
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a disclosure planning sheet and a job the student is applying for or has been offered, the student will complete the disclosure plan with own decision, the reasons, the timing and what the student would say independently, earning a score of at least 8 out of 10 on a 5-row disclosure plan rubric (0 to 2 per row), on 2 consecutive disclosure plans, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Names a pro and a con of disclosing for this job | States a decision: disclose now, later, only if needed, or not at all | States when and to whom the student would disclose, if at all | Writes what the student would say in own words | Names the accommodation the student would ask for, if any | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row disclosure plan rubric (0 to 2 per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.