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Job Seeking & Applications IEP goals

Job seeking goals teach the steps of getting a job: finding postings, filling out online applications, writing a resume and cover email, answering interview questions, following up, and deciding whether and how to disclose a disability and ask for accommodations. Good goals name the step, the tool (a job site, a template, a practice interview), and the standard the product must meet. Measure resumes and interview answers with a rubric, applications with a task analysis, and follow-up or posting searches with opportunities.

30 templates · How we write and review goals

Sample job seeking & applications goals

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

  • 9-12Task-analysis steps

    Find job postings that match own needs

    Finding job postings

    By the annual IEP review date, given a job search website on a classroom device and own job search criteria (job type, hours, travel distance), the student will search for jobs that meet own criteria and save the matching postings, performing at least 7 of 8 steps independently, on 3 consecutive search sessions, as measured by a task-analysis checklist collected weekly during the job search unit.

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  • 9-12Percent accuracy

    Screen job postings against own criteria

    Screening postings for fit

    By the annual IEP review date, given printed job postings and own job criteria card (age, hours, travel, interests, requirements), the student will mark each posting as a fit or not a fit and name the criterion that decided it independently with at least 90% accuracy on postings screened, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 9-12Task-analysis steps

    Set up a job search account and profile

    Online job applications

    By the annual IEP review date, given a job search website, a school-approved email address and a personal information card, the student will create the job site account, complete the profile and store the login safely, performing at least 7 of 8 steps independently, on 2 consecutive account setups, as measured by a task-analysis checklist collected at each setup, with a practice site between real ones.

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  • 9-12Task-analysis steps

    Complete an online job application start to finish

    Online job applications

    By the annual IEP review date, given a real online job posting the student chose, a personal information card and a saved resume, the student will complete every section of the online application and submit it, performing at least 9 of 10 steps independently, on 3 consecutive applications, as measured by a task-analysis checklist collected at each application, at least twice monthly during the job search.

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  • 9-12Percent accuracy

    Fill in work history and references correctly

    Work history and references sections

    By the annual IEP review date, given a practice application with work history and references sections and own work history card, the student will enter each job, volunteer role and reference with the correct details independently with at least 90% accuracy on work history and reference fields, on 3 consecutive applications, as measured by work-sample analysis collected every two weeks.

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  • 9-12Rubric score

    Write short answers to application questions

    Application questions

    By the annual IEP review date, given an application with two or three short-answer questions and the job posting, the student will write an answer to each short-answer question that connects own experience to the job independently, earning a score of at least 8 out of 10 on a 5-row application answer rubric (0 to 2 per row), on 3 consecutive applications, as measured by a defined scoring rubric collected every two weeks.

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  • 9-12Task-analysis steps

    Prepare a reference list with permission

    References

    By the annual IEP review date, given a reference list template and a list of adults who know the student's work, such as a teacher, coach or work-based learning supervisor, the student will ask possible references for permission and complete the reference list with their correct contact details, performing at least 6 of 7 steps independently, on 2 consecutive list updates, as measured by a task-analysis checklist collected each semester and before each application round.

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  • 9-12Rubric score

    Write a cover email for a job

    Cover email

    By the annual IEP review date, given a job posting that asks applicants to email a resume, and own resume, the student will write a cover email that names the job, gives two reasons the student fits and asks for an interview independently, earning a score of at least 10 out of 12 on a 6-row cover email rubric (0 to 2 per row), on 3 consecutive cover emails, as measured by a defined scoring rubric collected every two weeks.

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  • 9-12Rubric score

    Tailor a resume to a job posting

    Resume

    By the annual IEP review date, given own resume file and a job posting the student wants to apply for, the student will revise the resume so its skills and experiences match the posting's key requirements independently, earning a score of at least 7 out of 8 on a 4-row tailored resume rubric (0 to 2 per row), on 3 consecutive tailored resumes, as measured by a defined scoring rubric collected at each application, at least twice monthly during the job search.

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  • 9-12Rubric score

    Give a short personal pitch to an employer

    Interview answers

    By the annual IEP review date, when a mock interviewer opens with tell me about yourself, the student will give a short personal pitch that names own interest in the job, a strength with an example and a recent experience independently, earning a score of at least 7 out of 8 on a 4-row personal pitch rubric (0 to 2 per row), on 3 consecutive practice or real conversations, as measured by a defined scoring rubric collected weekly during interview practice.

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  • 9-12Rubric score

    Answer interview questions with a real example

    Interview answers

    By the annual IEP review date, during a mock interview with an unfamiliar adult who asks example-based questions about teamwork, problem solving and reliability, the student will answer each example-based question by describing the situation, what the student did and what happened independently, earning a score of at least 7 out of 9 on a 3-row example answer rubric (0 to 3 per row), on 3 consecutive interview practice sessions, as measured by a defined scoring rubric collected every two weeks.

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  • 9-12Opportunities

    State availability and travel plans in an interview

    Interview answers

    By the annual IEP review date, during a mock or real interview when asked about days, hours, start date or how the student will get to work, the student will state own available days, hours, start date and travel plan as listed on own availability card independently in at least 5 of 6 opportunities, across 3 consecutive interview practice sessions, as measured by opportunity-by-opportunity data collected weekly during interview practice.

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18 more job seeking & applications templates

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

What job seeking & applications involves

  • Finding job postings that match their interests, schedule, and transportation
  • Completing an online job application
  • Writing a resume and a short cover email
  • Answering common interview questions with examples from their own experience
  • Following up after an interview
  • Deciding whether to disclose a disability and how to ask for a workplace accommodation

Baseline and measurement considerations

  • Take a baseline with one real or practice application, noting each section done independently and each error.
  • Score online applications as a task analysis: create a login, enter contact info, work history, availability, references, review, submit.
  • Use a rubric for resumes and interview answers, with rows such as clear answer, example from experience, and professional wording.
  • Count follow-up as opportunities: each interview or application is one chance to send a follow-up.
  • The transition teacher or job coach collects most data; practice interviews with unfamiliar adults give more realistic scores.

Progress-monitoring methods used in these templates

  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • 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:

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

Common mistakes when writing job seeking & applications goals

  • Writing "will apply for jobs" with no step, product, or standard.
  • Practicing only with the same teacher, so interviews with new adults are never measured.
  • Requiring a set amount of eye contact in interview rubrics; score the content and clarity of answers instead.
  • Treating disclosure as required; whether and how to disclose is the student's choice, and the goal teaches how to decide.
  • Writing new goals that repeat the resume and mock interview goals already in transition-skills instead of building on them.

Frequently asked questions

How do I write an IEP goal for job applications?

Score the application as steps. For example: given a real online job posting, the student will complete all sections of the application with no more than one error, completing 9 of 10 steps independently on 3 consecutive applications. Use real postings the student is interested in.

What is a good interview skills IEP goal?

Name the questions and the rubric: for example, the student will answer five common interview questions with an example from their own experience, scoring at least 12 of 15 on an interview rubric with an unfamiliar adult. Allow notes or a device if the student would use them in a real interview.

Should students learn about disclosing a disability at work?

Yes, as a choice they make. Goals can cover knowing what accommodations help, deciding whether to disclose, and practicing how to ask. The decision stays with the student.

How often should I collect data on job seeking goals?

Every two weeks for application and interview probes is usually enough. Score each real application as it happens.

References

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