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Career Exploration IEP goals

Career exploration goals help students learn about jobs that fit their interests and strengths: explaining interest inventory results, researching job requirements, matching interests to career clusters, asking questions at a job shadow, and comparing training paths. Good goals name the research task and the product the student makes, such as a career profile or a visit report. Measure reports and profiles with a rubric, research and interview routines with a task analysis, and questions about job requirements with accuracy.

30 templates · How we write and review goals

Sample career exploration goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • 6-8, 9-12Rubric score

    Explain own interest inventory results

    Interest inventory results explained

    By the annual IEP review date, after completing a career interest inventory, given the results page and a results summary sheet, the student will complete the results summary with own top interest areas, a job from each and whether the results fit independently, earning a score of at least 7 out of 8 on a 4-row interest results rubric (0 to 2 per row), on 2 consecutive inventories or summaries, as measured by a defined scoring rubric collected after each inventory, about each semester.

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  • 6-8Percent accuracy

    Sort jobs into career clusters

    Career clusters

    By the annual IEP review date, given job cards with a photo and a short description, and a sorting mat with six career clusters, the student will sort each job card into its career cluster independently with at least 85% accuracy on job cards sorted, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 6-8, 9-12Rubric score

    Match own interests to a career cluster

    Matching interests to career clusters

    By the annual IEP review date, given own interest inventory results or hobby list and a career cluster guide, the student will choose a career cluster that fits own interests, list jobs in it and explain the match independently, earning a score of at least 7 out of 8 on a 4-row interest matching rubric (0 to 2 per row), on 3 consecutive matching sheets, as measured by a defined scoring rubric collected every two weeks.

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  • 9-12Percent accuracy

    Name the training and requirements for a job

    Researching job requirements

    By the annual IEP review date, given one-page job profiles from a government career website, the student will identify the training level and other hiring requirements listed for each job independently with at least 85% accuracy on job requirement items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.

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  • 9-12Rubric score

    Compare two training paths for one career

    Comparing training paths

    By the annual IEP review date, given a career of interest and information on two training paths, such as an apprenticeship and a community college certificate, the student will complete a comparison chart for the two training paths and state which fits own plans independently, earning a score of at least 10 out of 12 on a 6-row training path rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.

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  • 9-12, 6-8Rubric score

    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.

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  • 6-8, 9-12Opportunities

    Ask prepared questions on a workplace tour

    Workplace visits

    By the annual IEP review date, during a class workplace tour, with own prepared question card, the student will ask a prepared question of a worker or tour guide and record the answer independently in at least 4 of 5 opportunities, across 3 consecutive visits, as measured by direct observation collected at each workplace tour or visit, about monthly.

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  • 9-12Task-analysis steps

    Conduct an informational interview with a worker

    Informational interviews

    By the annual IEP review date, with a worker in the student's interest area arranged by the transition coordinator, using a prepared question list, the student will carry out the informational interview from setting it up to sending a thank-you message, performing at least 7 of 8 steps independently, on 2 consecutive interviews, as measured by a task-analysis checklist collected at each interview, about every six weeks.

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  • 6-8, 9-12Rubric score

    Write a workplace visit report

    Workplace visit report

    By the annual IEP review date, after a class workplace tour, given a visit report template and own notes or photos, the student will complete a visit report that describes the jobs, tasks, tools and setting seen and own interest in the work independently, earning a score of at least 8 out of 10 on a 5-row visit report rubric (0 to 2 per row), on 3 consecutive visit reports, as measured by a defined scoring rubric collected after each visit, about monthly.

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  • 9-12Percent accuracy

    Sort a job posting into duties and requirements

    Reading job descriptions

    By the annual IEP review date, given a printed job posting for an entry-level job and two highlighters, the student will mark each line of the posting as a duty or a requirement independently with at least 90% accuracy on posting statements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 9-12Rubric score

    Compare two jobs using labor market facts

    Comparing jobs with labor market facts

    By the annual IEP review date, given two jobs from the student's interest list and a government career website, the student will complete a job comparison chart and state which job fits own plans and why independently, earning a score of at least 8 out of 10 on a 5-row job comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.

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  • 9-12Rubric score

    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.

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18 more career exploration templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What career exploration involves

  • Explaining what their interest inventory results mean
  • Researching what a job requires: training, tasks, pay, and work setting
  • Matching their interests to career clusters
  • Preparing and asking questions at a job shadow or informational interview
  • Comparing training paths such as college, trade school, apprenticeship, and on-the-job training
  • Writing or recording a workplace visit report

Baseline and measurement considerations

  • Take a baseline by asking the student to describe one job they want: what they would do, what training it needs, and why it fits them.
  • Use a rubric for career profiles and visit reports with rows such as job tasks, training, pay range, and personal fit.
  • Score research routines as a task analysis: choose a site, search the job, find three facts, record them, cite where they came from.
  • Use accuracy for questions about a researched job, such as 8 of 10 facts correct on a short check.
  • The transition teacher or counselor collects most data; job shadow hosts can add a short note on the questions asked.

Progress-monitoring methods used in these templates

  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.

Common mistakes when writing career exploration goals

  • Choosing careers for the student instead of starting from the student's own interests and transition assessments.
  • Writing "will explore careers" with no product, task, or measure.
  • Stopping at an interest inventory and never connecting it to real jobs or visits.
  • Limiting students with significant support needs to a short list of jobs; exploration should be as wide as for any student.
  • Measuring attendance at a career fair rather than what the student learned or decided.

Frequently asked questions

How do I write an IEP goal for career exploration?

Name the task and the product. For example: after researching two jobs of interest, the student will create a career profile for each that lists tasks, training, pay range, and personal fit, scoring at least 9 of 12 on a career profile rubric. Base the jobs on the student's transition assessments.

What is a good career goal for middle school?

Explaining interest inventory results and matching them to two or three career clusters fits middle school well. Researching one job a quarter builds skills that carry into high school planning.

How often should I collect data on career exploration?

Every two to four weeks is usually enough, since each research task or visit takes time. Score each product as it is finished.

When do transition goals have to be in the IEP?

Under 34 CFR 300.320(b), beginning with the first IEP in effect when the student turns 16, or younger if the team decides, the IEP includes measurable postsecondary goals and the transition services to reach them. Many states start earlier, so check your state's rule.

References

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