Soft skills IEP goals for work
By the IEP Atlas editorial teamLast updated
Short answer
Soft skills IEP goals target the workplace behaviors that employers notice first: arriving on time, accepting feedback, talking with supervisors and coworkers, working as a team, solving problems and following conduct rules. Each goal names the work setting, one observable behavior, a criterion with a denominator and a method. Example: when corrected, the student will say okay and fix the task within 2 minutes in 4 of 5 opportunities.
Employers often say they can teach the job but not the attitude. What they mean is a short list of behaviors: showing up on time, taking correction without arguing, asking when unsure, getting along with coworkers and following the unwritten rules. These are teachable. They just need to be written as behaviors you can count, in a real work setting.
The 24 goals below fall into six groups. Each has a baseline, a criterion and a method, and each group ends with a weak goal beside a measurable rewrite. Students and numbers are fictional. This page covers how the student behaves at work. Job task performance (accuracy, rate, stamina) is on vocational and employment IEP goals. Knowing how jobs work, such as calling in sick, trading shifts and asking for a raise, is on keeping a job IEP goals. Goals should tie back to the student's employment postsecondary goal.[1]
How to choose the right soft skills goal
Ask the supervisor or job coach one question: "What would make you hesitate to hire this student?" The answer usually points to one row below.
| What the supervisor reports | Sub-skill | Measurement method |
|---|---|---|
| Late or missing shifts; no call | Punctuality and attendance | Percent of shifts on time |
| Argues, sulks or ignores correction | Accepting feedback | Opportunities: correct responses to feedback |
| Never asks; or asks the same question all day | Communicating with supervisors | Opportunities; frequency per shift |
| Works alone when the task needs two | Teamwork | Shift checklist or rubric |
| Freezes or leaves when something goes wrong | Problem solving and change | Opportunities; latency |
| Phone out, long breaks, wrong clothes | Professional conduct | Interval checks or shift checklist |
Punctuality and attendance
| Goal | Baseline | Measure |
|---|---|---|
| 1. Using a phone alarm and a transit schedule, the student will arrive at the work site at least 5 minutes before the shift on 18 of 20 shifts. Template: arrive on time for a scheduled job. | 11 of 20 on time | Percent of shifts |
| 2. After clocking in, the student will start the first task within 3 minutes on 9 of 10 shifts. Template: start work promptly after clocking in. | Median 9 minutes | Latency |
| 3. The student will take each scheduled break and return to the station within 1 minute of the end time on 9 of 10 breaks. Template: take the scheduled break and return on time. | 5 of 10 breaks | Opportunity data |
| 4. The student will arrive in the required uniform and gear, checked against a 5-item list, on 19 of 20 shifts. Template: arrive in the required uniform and gear. | 13 of 20 shifts | Shift checklist |
Weak: "The student will be on time to work."
Measurable: "Using a phone alarm and a transit schedule, the student will arrive at the work site at least 5 minutes before the shift on 18 of 20 shifts."
Following directions and accepting feedback
| Goal | Baseline | Measure |
|---|---|---|
| 5. When a supervisor gives a 2-step spoken direction, the student will complete both steps in order without a repeat, in 8 of 10 opportunities. Template: carry out spoken directions from a supervisor. | 4 of 10 | Opportunity data |
| 6. When given corrective feedback, the student will say "okay" or "thanks," then fix the work within 2 minutes, in 4 of 5 opportunities. Template: accept corrective feedback and fix the work. | 1 of 5; argued 3 times | Opportunity data |
| 7. At the end of each shift, the student will ask the supervisor one question about their work, such as "What should I do better tomorrow?", on 4 of 5 shifts. Template: ask the supervisor for feedback after a shift. | 0 of 5 shifts | Shift checklist |
| 8. After a shift, the student will rate their own work on a 4-item scale and match the supervisor's rating on at least 3 of 4 items on 4 of 5 shifts. Template: rate own work and compare with the supervisor. | Matched 1 of 4 | Agreement count |
Weak: "The student will accept criticism."
Measurable: "When given corrective feedback, the student will say 'okay' or 'thanks,' then fix the work within 2 minutes, in 4 of 5 opportunities."
Communicating with supervisors and coworkers
| Goal | Baseline | Measure |
|---|---|---|
| 9. When a task is finished, the student will tell the supervisor and ask for the next task within 2 minutes, in 9 of 10 opportunities. Template: ask for the next task when finished. | 3 of 10; stood waiting | Opportunity data |
| 10. When equipment breaks or supplies run out, the student will report the problem to the supervisor within 5 minutes, in 4 of 4 opportunities. Template: report a problem at work to the supervisor. | 1 of 4 | Opportunity data |
| 11. When a customer asks where an item is, the student will walk them to it or name the aisle, in 8 of 10 customer requests. Template: direct a customer to the item they want. | Pointed vaguely 7 of 10 | Opportunity data |
| 12. Using a message pad, the student will answer a work phone with the business greeting and record name, number and message correctly, in 4 of 5 calls. Template: answer a work phone and take a message. | 1 of 5 complete messages | Accuracy per call |
Weak: "The student will communicate appropriately at work."
Measurable: "When equipment breaks or supplies run out, the student will report the problem to the supervisor within 5 minutes, in 4 of 4 opportunities."
The SLP can address these goals at the job site as a related service. The pragmatic language goal page has more communication templates.
Teamwork
| Goal | Baseline | Measure |
|---|---|---|
| 13. When sharing a job with a coworker, the student will agree on who does which part before starting, in 4 of 5 shared tasks. Template: share a job with a coworker. | 1 of 5 | Shift checklist |
| 14. When a coworker asks for help, the student will help or say when they can, in 8 of 10 requests. | 4 of 10; ignored requests | Opportunity data |
| 15. When their own task is done and a coworker is behind, the student will offer help with a set phrase, in 3 of 5 opportunities. | 0 of 5 | Opportunity data |
| 16. During a team huddle, the student will make at least 1 on-topic comment or question, in 4 of 5 huddles. | 0 of 5 | Frequency |
Weak: "The student will be a team player."
Measurable: "When sharing a job with a coworker, the student will agree on who does which part before starting, in 4 of 5 shared tasks."
Problem solving and handling change
| Goal | Baseline | Measure |
|---|---|---|
| 17. When the work routine changes, the student will start the new task within 3 minutes without leaving the area, on 4 of 5 shifts with a change. Template: adjust to a change at work. | Median 12 minutes | Latency |
| 18. When a customer complains, the student will say "Let me get my supervisor" and get them within 2 minutes, in 4 of 4 role plays and 3 of 3 real events. Template: get a supervisor when a customer complains. | Argued with the customer | Opportunity data |
| 19. When a work problem comes up, the student will name 2 possible fixes and choose one, in 4 of 5 opportunities. Template: come up with several workable solutions. | 1 of 5 | Opportunity data |
| 20. When stuck on a task for more than 3 minutes, the student will try one listed strategy, then ask for help, in 4 of 5 opportunities. Template: pick a work strategy and rate it. | Stopped working 4 of 5 times | Opportunity data |
Weak: "The student will handle problems at work."
Measurable: "When a work problem comes up, the student will name 2 possible fixes and choose one, in 4 of 5 opportunities."
Professional conduct
| Goal | Baseline | Measure |
|---|---|---|
| 21. The student will keep their personal phone put away except during breaks, with 0 phone checks during work time on 9 of 10 shifts. Template: keep personal phone use to break times. | Median 6 checks per shift | Frequency |
| 22. The student will greet coworkers and customers at the start of each shift, on 8 of 10 shifts. Template: greet coworkers and customers. | 3 of 10 | Shift checklist |
| 23. During a school-based job, the student will meet 6 of 6 posted workplace expectations on a daily rating, on 8 of 10 days. Template: meet workplace expectations during a school-based job. | 3 of 6 | Daily rating |
| 24. At work, the student will keep conversations with coworkers to work topics or brief small talk, with 0 supervisor reminders about personal topics on 4 of 5 shifts. | 3 reminders per shift | Frequency |
Weak: "The student will act professionally."
Measurable: "The student will keep their personal phone put away except during breaks, with 0 phone checks during work time on 9 of 10 shifts."
How to measure soft skills
Most of these goals count opportunities: a correction given, a task finished, a break ending. Write down what counts as an opportunity before you start, and agree on it with the job coach or supervisor. Record on the opportunity trial data sheet. For goals 21 and 24, a frequency data sheet with tallies per hour works better.
A short daily rating card that the supervisor fills in at the end of the shift is a good second source. Keep it to 4 to 6 items on a 3-point scale. Compare it with your own counts once a week.
Short-term objectives
Break soft skills goals by setting: role play, school job, community job. For goal 6:
- Accepts feedback and fixes the work in 4 of 5 role plays.
- Does so at the school store in 4 of 5 opportunities.
- Does so at the community job site in 4 of 5 opportunities.
Adapting by age and support level
| Profile | Focus | Adjustment |
|---|---|---|
| Age 14 to 15 | On time, feedback, asking for the next task | School jobs and classroom routines |
| Age 16 to 18 | Talking with supervisors, teamwork, phone use | Community placements; supervisor ratings |
| Significant support needs | Asking for help or a break, greeting, returning from break | Picture cards or a device; one behavior at a time |
| College-bound, part-time job | Feedback, problem solving, customer complaints | Real job; student self-monitors |
For accommodations that make these behaviors easier, see work accommodations students can ask for. Check drafts in the goal checker. NTACT:C lists social and workplace readiness skills among effective transition practices.[2]
Frequently asked questions
What soft skills should be in an IEP?
The ones that put the student's job at risk. Common targets are arriving on time, accepting corrective feedback, asking for the next task or for help, reporting problems, teamwork and keeping phone use to breaks. Ask the supervisor or job coach which behavior concerns them most.
How do you measure soft skills in an IEP goal?
Define the situation and count it. For example, count each time the supervisor gives correction and whether the student fixed the work within 2 minutes. Opportunities data, frequency counts and short supervisor rating cards are the usual methods.
Can soft skills goals be worked on before the student has a job?
Yes. Start with role play and school-based jobs such as a school store or office job. Move the goal to a community work site as soon as one is available, because behavior in role play often looks different from behavior at a real job.
Use it in IEP Atlas
- Vocational skills goals (transition)
- Employment foundations goals
- Pragmatic language goals
- Vocational rehabilitation in the IEP glossary
- IEP goal checker
Related guides
- Transition planning in the IEP: what is required and when
- Teaching job interview skills in special education
- Work accommodations students can ask for
- How to measure job skills (production rate and quality)
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Effective Practices, NTACT:C
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020), U.S. Department of Education, Office of Special Education and Rehabilitative Services
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.