Describe own learning strengths, needs, and helpful supports
Live goal preview
By the annual IEP review date, when asked by an adult to describe themselves as a learner during a scheduled self-advocacy interview, the student will describe their learning strengths, needs, and helpful supports independently, earning a score of at least 6 out of 8 on a 4-row self-advocacy statement rubric scored 0–2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Self-Advocacy.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- Suited to students preparing to take a larger role in their IEP or transition planning. Present levels, expressive language skills, and the student's current self-description (from an interview or a written or recorded sample), not grade, decide fit. Accept any mode: spoken, written, typed, AAC, or a slide presentation.
- Baseline considerations
- Conduct a short, structured interview ("What are you good at as a learner? What is harder? What helps?") and score it on the rubric. Record whether the student needed sentence starters or a list of their accommodations. Ask families what the student says about school at home.
- Usage notes
- Score each rubric row 0 (not stated), 1 (stated in general terms, e.g., "I'm good at stuff"), or 2 (specific, e.g., "I remember facts when I hear them"). Strengths should come first and be real; this is not a deficit inventory. Pair with se-sa-004 if the student will share the profile at their IEP meeting.
- Known limitations
- Scores reflect what the student can describe in a structured setting, not whether they use the information in class (see se-sa-001). Expressive language demands can mask self-knowledge; allow AAC, pictures, or typed responses, and consider collaborating with the SLP if language is the barrier.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-sa-002.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row self-advocacy statement rubric scored 0–2 per row
- Mastery rule:
- on 3 of 4 consecutive monthly probes
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when asked by an adult to describe themselves as a learner during a scheduled self-advocacy interview, the student will describe their learning strengths, needs, and helpful supports independently, earning a score of at least 6 out of 8 on a 4-row self-advocacy statement rubric scored 0–2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Names a specific learning strength (0 = none, 1 = general, 2 = specific example) | Names a specific area of need | Names a support or accommodation that helps | Explains how the support helps with a task | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row self-advocacy statement rubric scored 0–2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.