6-8, 9-12Rubric score
Complete a job-match reflection after an interest inventory
Connecting interests to jobs
By the annual IEP review date, after completing a career interest inventory and exploring a matched job profile, the student will complete a job-match reflection sheet independently, earning a score of at least 6 out of 8 on a 4-row job-match reflection rubric (0–2 per row), on 3 consecutive job-match reflections, as measured by a defined scoring rubric collected every two weeks.
6-8, 9-12Opportunities
Name accommodations for a job or training setting
Connecting own accommodations to future settings
By the annual IEP review date, during a transition planning activity that describes a job, training, or volunteer setting, the student will name one current accommodation and explain how it could help with a specific task in that setting independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned practice opportunities.
6-8, 9-12Percent accuracy
Complete the personal-information section of a practice application
Completing a practice job application
By the annual IEP review date, given a fictional one-page practice job application and a completed model, the student will complete the personal-information section of the practice application using a personal information card with at least 90% accuracy on required personal-information fields, on 3 consecutive practice applications, as measured by work-sample analysis collected every two weeks.
6-8, 9-12Rubric score
Meet workplace expectations during a school-based job
Workplace behaviors during a school job
By the annual IEP review date, during a 30-minute school-based job, such as shelving library books or collecting recycling, the student will complete the assigned job shift while following the posted work expectations with end-of-shift feedback only, earning a score of at least 10 out of 12 on a 4-row workplace behavior rubric (0–3 per row), on 3 of 4 consecutive scored shifts, as measured by a defined scoring rubric collected weekly.
6-8, 9-12Opportunities
Arrive on time for a scheduled job
Time-keeping for scheduled activities
By the annual IEP review date, when scheduled for a school job, club, or appointment at a set time during the school day, the student will arrive at the scheduled job or activity by its start time independently in at least 4 of 5 opportunities, for 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly.
6-8, 9-12Task-analysis steps
Complete a school job from check-in to check-out
Completing a school job routine
By the annual IEP review date, during a scheduled school job sorting and delivering staff mail, the student will complete the school job routine from check-in to check-out using a written job checklist, performing at least 7 of 9 steps independently, on 3 consecutive job shifts, as measured by a task-analysis checklist collected at each scheduled shift (at least weekly).
6-8, 9-12Rubric score
Lead part of own IEP meeting
Student-led IEP meeting
By the annual IEP review date, during the annual IEP meeting, using a prepared one-page profile or slide deck, the student will present the student-led portion of the IEP meeting independently, earning a score of at least 8 out of 10 on a 5-row student-led IEP rubric (0 to 2 per row), on 2 consecutive meetings or practice meetings, as measured by a defined scoring rubric collected at each practice meeting (monthly) and at the annual meeting.
9-12Opportunities
State own postsecondary goals with next steps
Stating postsecondary goals
By the annual IEP review date, when asked by a teacher, counselor, or family member about plans after high school, the student will state a postsecondary goal for employment and for education or training, with one next step for each independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
9-12Rubric score
Complete a one-page resume from a template
Writing a resume
By the annual IEP review date, given a resume template and a list of own school jobs, volunteer roles, and classes, the student will complete a one-page resume using the template independently, earning a score of at least 10 out of 12 on a 6-row resume rubric (0 to 2 per row), on 2 consecutive resume drafts, as measured by a defined scoring rubric collected monthly, at each draft or update.
9-12Rubric score
Answer common questions in a mock job interview
Mock job interview
By the annual IEP review date, during a mock interview with a staff member who asks five common interview questions, the student will answer the interview questions in the mock interview independently, earning a score of at least 10 out of 12 on a 6-row mock interview rubric (0 to 2 per row), on 3 consecutive mock interviews, as measured by a defined scoring rubric collected every two weeks.
9-12Percent accuracy
Research a job or program and record facts
Researching a job or program
By the annual IEP review date, given a job title or training program name and a research sheet, with access to the internet, the student will complete the research sheet with facts about the job or program independently with at least 85% accuracy on research sheet items completed correctly, on 3 consecutive research sheets, as measured by work-sample analysis collected every two weeks.
6-8, 9-12Opportunities
Choose between two options and give a reason
Making and explaining choices
By the annual IEP review date, when offered two real choices in planning, such as two elective courses, two school job rotations, or two club options, the student will choose one option and state one reason for the choice independently in at least 4 of 5 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected at each planned choice, at least twice monthly.