Write a self-advocacy script for a hard situation
When to use this goal
For students who freeze or give up in situations they can predict, such as a teacher who talks fast or a gym class with loud music. Present levels and writing or communication mode, not grade, decide fit; scripts can be typed, dictated, or built with symbols.
- Baseline
- Name a hard situation the student has described and ask them to write or tell what they could say. Score with the rubric and note which parts are missing.
- Tips
- Scripts are tools: let the student rehearse them aloud and keep them handy. Collect them in a folder the student can share with new adults.
- Limits
- Measures planning, not use in the moment; pair with an opportunities goal such as se-sa-001 or se-sa-005.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-049.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a counseling or resource session, given a situation the student has named as hard, the student will write or record a short script that names the situation, the need, a polite request, and a backup plan if the answer is no independently, earning a score of at least 6 out of 8 on a 4-part self-advocacy script rubric scored 0 to 2 per part, on 3 of 4 consecutive scripts, as measured by work-sample analysis collected every two weeks.
Baseline: 2 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. Work-sample analysis 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
- 2 out of 8 rubric points.
- Annual goal472 characters
- By the annual IEP review date, during a counseling or resource session, given a situation the student has named as hard, the student will write or record a short script that names the situation, the need, a polite request, and a backup plan if the answer is no independently, earning a score of at least 6 out of 8 on a 4-part self-advocacy script rubric scored 0 to 2 per part, on 3 of 4 consecutive scripts, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a counseling or resource session, given a situation the student has named as hard
- Behavior
- The student will write or record a short script that names the situation, the need, a polite request, and a backup plan if the answer is no independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-part self-advocacy script rubric scored 0 to 2 per part, on 3 of 4 consecutive scripts
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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-part self-advocacy script rubric scored 0 to 2 per part
- Mastery rule:
- on 3 of 4 consecutive scripts
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, during a counseling or resource session, given a situation the student has named as hard, the student will write or record a short script that names the situation, the need, a polite request, and a backup plan if the answer is no independently, earning a score of at least 6 out of 8 on a 4-part self-advocacy script rubric scored 0 to 2 per part, on 3 of 4 consecutive scripts, as measured by work-sample analysis collected every two weeks.
| Date | Task / sample | Names the situation | Names what they need | Includes a clear, polite request | Includes a backup plan | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-part self-advocacy script rubric scored 0 to 2 per part. 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.