Answer short-answer questions on a job application
When to use this goal
For high school students preparing for work who can fill in personal information on a form but leave the short-answer questions blank or answer in one or two words. Present levels should show sentence writing; the goal applies it to the questions employers really ask.
- Baseline
- Give one practice application with three short-answer questions and score each row 0 to 3 across the answers (averaging per row). Ask the student about their experiences afterward; a student with experiences to draw on who does not use them needs different teaching from one who has few experiences yet.
- Tips
- Use real applications from local employers the student might apply to. Build the experience inventory first; it can be reused on every application. Coordinate with the transition coordinator so these applications feed real job searches.
- Limits
- Answers depend on the student's experiences, which the IEP team may also be building. The rubric does not cover spelling and grammar, which employers notice; pair with an editing goal if needed. Online forms with character limits change answer length.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-049.
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Goal
By the annual IEP review date, given a printed or online job application with short-answer questions (such as why do you want to work here and describe a time you solved a problem), the student will write an answer to each short-answer question that responds to the question, gives a specific example from school, work, or volunteer experience, and uses complete sentences independently, earning a score of at least 7 out of 9 on a 9-point application answer rubric, on 3 consecutive scored applications, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 9 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 2 out of 9 rubric points.
- Annual goal571 characters
- By the annual IEP review date, given a printed or online job application with short-answer questions (such as why do you want to work here and describe a time you solved a problem), the student will write an answer to each short-answer question that responds to the question, gives a specific example from school, work, or volunteer experience, and uses complete sentences independently, earning a score of at least 7 out of 9 on a 9-point application answer rubric, on 3 consecutive scored applications, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed or online job application with short-answer questions (such as why do you want to work here and describe a time you solved a problem)
- Behavior
- The student will write an answer to each short-answer question that responds to the question, gives a specific example from school, work, or volunteer experience, and uses complete sentences independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point application answer rubric, on 3 consecutive scored applications
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 9 on a 9-point application answer rubric
- Mastery rule:
- on 3 consecutive scored applications
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a printed or online job application with short-answer questions (such as why do you want to work here and describe a time you solved a problem), the student will write an answer to each short-answer question that responds to the question, gives a specific example from school, work, or volunteer experience, and uses complete sentences independently, earning a score of at least 7 out of 9 on a 9-point application answer rubric, on 3 consecutive scored applications, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Answers what the question asks | Gives a specific, relevant example | Writes in complete sentences a reader can follow | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point application answer rubric. 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.