Rank work values with a card sort
When to use this goal
For high school students who choose jobs by title alone and have not thought about what matters to them at work, such as pay, schedule or helping people. Present levels in reading decide whether cards use words, pictures or both.
- Baseline
- Score one sort before any discussion of values. Note whether reasons come from the student's life (I like my weekends) or are general (money is good).
- Tips
- Repeat the sort after job shadows and work experiences; changes are expected and worth discussing. Share results with the career exploration work (tn-ce templates) and the transition assessment summary.
- Limits
- Values on cards can differ from what the student does when a real offer comes. One sort is a snapshot, not a stable profile.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-026.
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Goal
By the annual IEP review date, given a set of work value cards, such as good pay, helping people, working outdoors, a set schedule and working alone, the student will sort the value cards, pick a top three and give a reason for each independently, earning a score of at least 7 out of 8 on a 4-row work values rubric (0 to 2 per row), on 2 consecutive card sorts, as measured by a defined scoring rubric collected monthly.
Baseline: 2 out of 8 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 Self-Determination.
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 - Self-Determination
- Baseline
- 2 out of 8 rubric points.
- Annual goal422 characters
- By the annual IEP review date, given a set of work value cards, such as good pay, helping people, working outdoors, a set schedule and working alone, the student will sort the value cards, pick a top three and give a reason for each independently, earning a score of at least 7 out of 8 on a 4-row work values rubric (0 to 2 per row), on 2 consecutive card sorts, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a set of work value cards, such as good pay, helping people, working outdoors, a set schedule and working alone
- Behavior
- The student will sort the value cards, pick a top three and give a reason for each independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row work values rubric (0 to 2 per row), on 2 consecutive card sorts
- 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 7 out of 8 on a 4-row work values rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive card sorts
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a set of work value cards, such as good pay, helping people, working outdoors, a set schedule and working alone, the student will sort the value cards, pick a top three and give a reason for each independently, earning a score of at least 7 out of 8 on a 4-row work values rubric (0 to 2 per row), on 2 consecutive card sorts, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Sorts every card into very important, somewhat important or not important | Picks a top three from the very important group | Gives a reason from own life for each top value | Names one job or work setting that fits the top values | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row work values 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.