Describe work experience in resume bullets
When to use this goal
For transition-age students building a resume who list job titles with no description, or write full paragraphs that do not fit a resume. Present levels should show the student can describe a task they do; the target is short bullets that start with an action verb and name the task.
- Baseline
- Ask the student to describe two or three experiences on a resume template and score each bullet: correct only if it starts with an action verb, names a specific task, and fits on one line. Interview the student about each experience to see what they could add.
- Tips
- Count school experiences (clubs, class jobs, sports, caring for family members) as experience. Update the resume after each work-based learning placement. Coordinate with the transition coordinator so the resume is used in real applications.
- Limits
- Students with few experiences have few bullets to write; the team can build experiences alongside this goal. The measure does not score formatting. Bullet quality takes judgment; agree on examples.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-084.
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Goal
By the annual IEP review date, given a resume template and a list of the student's jobs, volunteer roles, or school work experiences, the student will write at least two resume bullets for each experience that start with an action verb, name a specific task or result, and stay under one line independently with at least 85% accuracy on resume bullets, on 2 consecutive resume drafts, as measured by work-sample analysis collected every two weeks.
Baseline: 30% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 30% accuracy.
- Annual goal447 characters
- By the annual IEP review date, given a resume template and a list of the student's jobs, volunteer roles, or school work experiences, the student will write at least two resume bullets for each experience that start with an action verb, name a specific task or result, and stay under one line independently with at least 85% accuracy on resume bullets, on 2 consecutive resume drafts, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a resume template and a list of the student's jobs, volunteer roles, or school work experiences
- Behavior
- The student will write at least two resume bullets for each experience that start with an action verb, name a specific task or result, and stay under one line independently
- Criteria
- With at least 85% accuracy on resume bullets, on 2 consecutive resume drafts
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on resume bullets
- Mastery rule:
- on 2 consecutive resume drafts
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a resume template and a list of the student's jobs, volunteer roles, or school work experiences, the student will write at least two resume bullets for each experience that start with an action verb, name a specific task or result, and stay under one line independently with at least 85% accuracy on resume bullets, on 2 consecutive resume drafts, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.