Gather hiring documents with family
When to use this goal
For students about to start a first job who do not know which documents an employer will ask for or where theirs are kept. Present levels in organization decide the checklist format; families hold and protect the original documents.
- Baseline
- Use a practice scenario first. Ask the student which documents they think are needed and where they are; record what they know before teaching.
- Tips
- School staff never collect or copy the student's identity documents. Families decide how originals are handled. Students without some documents may need help from the family or an agency; the transition coordinator can point to resources.
- Limits
- Real hiring rounds are rare. Document rules change; check the current list each year.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-js-023.
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Goal
By the annual IEP review date, after a job offer, given a hiring document checklist and a planning conversation with the family, the student will identify the documents needed, locate them with the family and plan how to bring them safely to the first day, performing at least 5 of 6 steps independently, on 2 consecutive practice or real hiring rounds, as measured by a task-analysis checklist collected at each job offer or practice unit.
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 goal440 characters
- By the annual IEP review date, after a job offer, given a hiring document checklist and a planning conversation with the family, the student will identify the documents needed, locate them with the family and plan how to bring them safely to the first day, performing at least 5 of 6 steps independently, on 2 consecutive practice or real hiring rounds, as measured by a task-analysis checklist collected at each job offer or practice unit.
- Timeframe
- By the annual IEP review date
- Condition
- After a job offer, given a hiring document checklist and a planning conversation with the family
- Behavior
- The student will identify the documents needed, locate them with the family and plan how to bring them safely to the first day
- Criteria
- Performing at least 5 of 6 steps independently, on 2 consecutive practice or real hiring rounds
- Evaluation method
- A task-analysis checklist
- Schedule
- At each job offer or practice unit
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 2 consecutive practice or real hiring rounds
- Collection schedule:
- at each job offer or practice unit
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after a job offer, given a hiring document checklist and a planning conversation with the family, the student will identify the documents needed, locate them with the family and plan how to bring them safely to the first day, performing at least 5 of 6 steps independently, on 2 consecutive practice or real hiring rounds, as measured by a task-analysis checklist collected at each job offer or practice unit.
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. Names the documents the employer has asked for | ||||||||
| 2. Checks the list of acceptable documents | ||||||||
| 3. Asks a family member where each document is kept | ||||||||
| 4. Arranges with the family who will bring or hold the originals | ||||||||
| 5. Plans a safe way to carry the documents on the first day | ||||||||
| 6. Returns the documents to the family's safe place afterward | ||||||||
| 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.