Job Seeking & Applications IEP goals for high school (grades 9 to 12)
30 of the job seeking & applications templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
30 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Job Seeking & Applications Transition & Postsecondary Skills
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.
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.
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.
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.
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.
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.
High school job seeking & applications goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 12 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
Frequently asked questions
How do job seeking & applications goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.