Work-Based Learning Site IEP goals
105 templates across 26 skills in 8 areas, led by transition & postsecondary skills, social-emotional & communication, and functional & independence skills. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
105 templates · 26 skills · 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Vocational & Work Readiness Transition & Postsecondary Skills
Clear and sanitize tables between customers
Food service tasks
By the annual IEP review date, during a lunch shift at the school cafe, after each group of customers leaves a table, the student will clear, wipe and sanitize each table and reset it for the next customers, performing at least 7 of 8 steps independently, on 3 consecutive shifts, as measured by a task-analysis checklist collected at each shift, scoring three table turnovers.
Wash dishes at a three-compartment sink
Food service tasks
By the annual IEP review date, during a dish shift in the school or culinary program kitchen, with a three-compartment sink set up, the student will wash, rinse and sanitize each load of dishes in order and set them to air-dry, performing all 7 steps independently, on 3 consecutive dish shifts, as measured by a task-analysis checklist collected at each dish shift.
School Attendance & Punctuality Behavior & Classroom Expectations
Report an absence to the attendance office
Self-monitoring attendance
By the annual IEP review date, on mornings when they will be absent or late, using the attendance line, email, or app, the student will contact the attendance office or supervisor before the start time, give their name, the reason, and when they expect to return independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by frequency recording collected at each absence or late arrival, with monthly practice calls.
Arrive at a work-based learning site on time
Attending scheduled services
By the annual IEP review date, on scheduled work-based learning days, using their transport plan, the student will arrive at the work site and clock in or check in by the shift start time independently in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected each shift, from the job coach's log.
Job Seeking & Applications Transition & Postsecondary Skills
Ask the interviewer questions at the end
Interview questions to ask
By the annual IEP review date, at the end of a mock or real interview, when the interviewer asks whether the student has questions, the student will ask a prepared question about the job, schedule, training or next steps independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each mock or real interview, at least twice monthly.
Request a workplace accommodation from a supervisor
Workplace accommodation requests
By the annual IEP review date, during a role-play with a staff member acting as a new supervisor, given a job task that is hard without an accommodation, the student will request the accommodation by naming the task, the change that would help and how it helps, then confirm it in writing, performing at least 5 of 6 steps independently, on 3 consecutive requests, including role-plays, as measured by a task-analysis checklist collected every two weeks.
Community Access & Travel Transition & Postsecondary Skills
Wait at the curb for the pickup window
Booking paratransit or a ride
By the annual IEP review date, at the start of each booked pickup window, at home, school, or a job site, the student will be at the pickup spot with belongings when the pickup window opens independently in at least 7 of 8 opportunities, across 3 consecutive weeks, as measured by direct observation collected at each scheduled pickup.
Place a mobile order and pick it up
Ordering at restaurants
By the annual IEP review date, before a community trip or work break, using a restaurant's app on the student's phone with a family-approved payment method, the student will place the order in the app, go to the restaurant, and pick it up from the pickup area, performing at least 6 of 7 steps independently, on 3 consecutive orders, as measured by a task-analysis checklist collected every two weeks.
Self-Determination Transition & Postsecondary Skills
Make a choice within a set time
Making timely decisions
By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.
Review a past decision and name a change
Learning from own decisions
By the annual IEP review date, a week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager, the student will state how the decision turned out, one thing to keep doing and one thing to change next time independently in at least 4 of 5 opportunities, across 3 consecutive monthly check-ins, as measured by opportunity-by-opportunity data collected at each decision review, about weekly.
Career Exploration Transition & Postsecondary Skills
Write questions before a job shadow
Job shadow questions
By the annual IEP review date, before a scheduled job shadow, given the job title, a short job description and a question planning sheet, the student will write a set of questions that cover the job's tasks, training, schedule and the worker's views independently, earning a score of at least 8 out of 10 on a 5-row job shadow question rubric (0 to 2 per row), on 3 consecutive question sets, as measured by a defined scoring rubric collected before each shadow or visit, at least monthly.
Rate how a job's demands fit own skills
Job fit analysis
By the annual IEP review date, given a job profile and a job fit chart with demand categories, such as standing, lifting, reading, math, people contact and pace, the student will rate each demand of the job against own skills and needs and state an overall fit with a reason independently, earning a score of at least 7 out of 8 on a 4-row job fit rubric (0 to 2 per row), on 3 consecutive job fit charts, as measured by a defined scoring rubric collected every two weeks.
Personal Finance & Money Management Transition & Postsecondary Skills
Find gross pay, deductions, and net pay
Reading a pay stub
By the annual IEP review date, given a sample pay stub and 8 to 10 questions about gross pay, each deduction, and net pay, the student will find each amount asked about and say what each deduction is for independently with at least 85% accuracy on pay stub questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Check a pay stub against hours worked
Reading a pay stub
By the annual IEP review date, given the student's hours log, hourly wage, and a sample pay stub with or without an error, and a phone calculator, the student will compare hours and gross pay on the stub with the hours log and say whether the stub is correct independently with at least 85% accuracy on pay stub checks, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Health & Self-Management Functional & Independence Skills
Tell a new adult about a food allergy
Allergy awareness and declining unsafe food
By the annual IEP review date, when meeting a new coach, club advisor, substitute teacher, or work-based learning supervisor, the student will tell the adult their allergy, the main signs of a reaction, and where their emergency kit is independently in 4 of 4 opportunities, across 2 consecutive grading periods, as measured by direct observation collected at each new adult or role-play, reviewed monthly.
Respond to a low glucose reading
Glucose check routine with the nurse
By the annual IEP review date, when a glucose check or monitor alert shows a low reading at school, the student will complete the low-reading steps in their plan and recheck with the adult at the set time, performing all 6 steps independently, on 3 consecutive real or practice lows, as measured by a task-analysis checklist collected after each low and at monthly drills.
All 26 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Transition & Postsecondary Skills
Social-Emotional & Communication
Functional & Independence Skills
Vision, Hearing & Assistive Technology
Behavior & Classroom Expectations
Science, Social Studies & Digital Literacy
Executive Function
Motor & Sensory Skills (OT, PT & Adapted PE)
Goals taught and measured at a school-based job or a community work site. Goals measured at a work site follow the job's real expectations: the schedule, the task standard, and how coworkers and supervisors communicate. The supervisor or job coach collects data with a checklist that fits the shift, and support fades as the student learns the job.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 41 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 20 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 25 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 4 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 2 goals here
Frequently asked questions
Who collects data on goals at a job site?
Usually the job coach, with input from the work-site supervisor. A short checklist for the shift, such as clock-in, tasks done to standard, and breaks on time, keeps data quick and accurate.
What makes a good work-site goal?
It names a real task at that job, the standard it must meet, and the support. For example, stocking a shelf to the store's standard with a picture checklist, measured as task-analysis steps across shifts.
How do I fade job coach support?
Plan stages in advance, such as working beside the student, then nearby, then checking in at set times. Record the stage with each data point so progress in independence is visible.
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