Explain how they learn best in their own words
When to use this goal
For students who can list their accommodations but cannot yet say why they help or how their learning works. Present levels and the student's communication mode, not grade, decide fit. Students may speak, write, draw, or use a device; the words should be their own, not a memorized label.
- Baseline
- Ask the student, without notes, "How do you learn best? What is hard, and what helps?" Score the answer with the rubric and write down their exact words. Repeat with a second, less familiar adult to see whether the explanation holds up outside the resource room.
- Tips
- Build the profile with the student first, using their language and examples rather than evaluation terms. Score each row 0 (missing), 1 (general or borrowed wording), or 2 (specific and in their own words). Any communication mode counts. With the student's permission, share their own description with teachers who will work with them.
- Limits
- A strong explanation in a planned probe does not show the student will use it when it matters; pair with an in-the-moment request goal such as se-sa-001. Some students prefer not to discuss a diagnosis; the rubric scores learning needs, not whether they name a label.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-024.
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Goal
By the annual IEP review date, when an adult asks them to describe how they learn during a scheduled self-advocacy lesson, the student will explain in their own words one learning strength, one area that is hard, a support that helps, and an example of when it helped independently, earning a score of at least 6 out of 8 on a 4-row learning profile rubric scored 0 to 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 check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Self-Advocacy.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 3 out of 8 rubric points.
- Annual goal476 characters
- By the annual IEP review date, when an adult asks them to describe how they learn during a scheduled self-advocacy lesson, the student will explain in their own words one learning strength, one area that is hard, a support that helps, and an example of when it helped independently, earning a score of at least 6 out of 8 on a 4-row learning profile rubric scored 0 to 2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult asks them to describe how they learn during a scheduled self-advocacy lesson
- Behavior
- The student will explain in their own words one learning strength, one area that is hard, a support that helps, and an example of when it helped independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row learning profile rubric scored 0 to 2 per row, on 3 of 4 consecutive monthly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. 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 learning profile rubric scored 0 to 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 an adult asks them to describe how they learn during a scheduled self-advocacy lesson, the student will explain in their own words one learning strength, one area that is hard, a support that helps, and an example of when it helped independently, earning a score of at least 6 out of 8 on a 4-row learning profile rubric scored 0 to 2 per row, on 3 of 4 consecutive monthly probes, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Names a learning strength in their own words | Names an area that is hard and what it looks like in class | Names a support and explains how it helps | Gives a real example from their own school day | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row learning profile rubric scored 0 to 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. Sheets print blank; no student data is stored.